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Rural School 
Situation in Tennessee 

BULLETIN OF INFORMATION 



R EGA R D I N O 




CONSOLIDATION OF SCHOOLS 

AN D 

TRANSPORTATION OF PUPILS 



ISSUED BY THE 

DEPARTMENT OF PUBLIC INSTRUCTION 

J. W. BRISTER, Superintendent 

FRED B. FRAZIER. El-EMENTARY SCHOOL INSPECTOR 

NASHVILLE, TCNN. 
1912 



Rural School 
Situation in Tennessee 

Tf7 

BULLETIN OF INFORMATION 

REGARDI NG 

CONSOLIDATION OF SCHOOLS 

AND 

TRANSPORTATION OF PUPILS 



ISSUED BY THE 



Q^V^«W-«.<«>>Q ^ «^ 



.DEPARTMENT OF PUBLIC INSTRUCTION 



J. W. BRISTER, SUPERI NTEMDENT 

FRED B. FRAZIER, Elementary School Inspector 



Nashville, Tenn. 

McQuiDDY Printing Company 

1911 



.\o\ 



V^'(^' 



vy 



»iir 19 IP'? 



\ 



■ CONTENTS. 

Purpose and Plan. 

Rural School Situation in Tennessee. 

Statistical Tables. 

Comparisons. 

The Kind of Rural School Needed in Tennessee. 

Weaknesses of the Single-Teacher Schools. 

The Consolidated School — Its Meaning and Advantages, 

Public Transportation of Pupils. 

First Efforts at Consolidation in Tennessee. 

Progress of the Consolidation Movement. 

Progress of Consolidation in Tennessee. 

Success of Consolidation and Transportation in Shelby and 
Madison Counties. 

Necessary Steps in Organizing a County Plan of Consolida- 
tion. 

Conclusion. 



PLAN AND PURPOSE OF THE BULLETIN. 



The information contained in the following" pages has been 
obtained directly from County Superintendents by means of 
reports sent out by the State Department of Public Instruc- 
tion, by personal inspection of rural schools in a number of 
counties, by personal observation of the practical workings 
of consolidation and transportation in those counties of the 
State where it is being successfully operated. 

The purpose is to show the cost and inefficiency of the aver- 
age one-teacher rural school in Tennessee, and also the cost 
and efficiency of the elementary graded schools of representa- 
tive cities and towns. By a comparison of these facts a defi- 
nite idea as to the excessive cost and inefficiency of the aver- 
age one-teacher rural school is obtained. 

This demonstration is followed by a study of consolidation 
and transportation in certain counties of Tennessee and in 
other States. It is hoped by a recital of the history and prog- 
ress of this movement to show to the people of Tennessee that 
a wise school policy would substitute consolidated schools for 
the high-priced, inefficient, and inadequate single-teacher 
schools — indeed, that consolidation of schools with transpor- 
tation of pupils is necessary for a successful system of rural 
schools. 

It is proper to state that this investigation in Tennessee 
was suggested by the comprehensive and serviceable bulletin 
on consolidation and transportation issued by the State De- 
partment of Public Instruction of North Carolina. 



THE RURAL SCHOOL SITUATION 
IN TENNESSEE. 

The purpose of this bulletin is to direct attention to the ru- 
ral school situation in Tennessee, and particularly the rural 
elementary school. The most interesting phase of public- 
school education in the State to-day — or, rather, that which is 
most deserving of interest — is the rural school. This state- 
ment is made advisedly, and for the follovv^ing reasons : 

1. The Rural School is an Important Factor in the Larger 
Problem of Rural Life. Without attempting to justify the 
use of the word " problem " in this connection, it may be said 
that the situation is sufficiently complex and involves a suffi- 
cient number of factors to warrant it. 

It is generally agreed that many of the institutions pecul- 
iar to country life are on the decline ; that the country church 
is weakening, the glamor is being lifted from the old-time 
country home, rural population is declining, and there is mani- 
fest a general decay of country life. The one fact of decreas- 
ing rural population and increasing city population gives rise 
to alarm and calls for serious inquiry into the cause. Thirty- 
seven counties in Tennessee showed a smaller population in 
1910 than in 1900. The total increase for the whole State 
during the decade was only 164,173, and 70 per cent of this 
small increase is credited to the four coimties of the State 
having large, cities. The cry of " back to the farm " is not 
without significance ; it grows out of the realization on the 
part of thoughtful men of a serious condition. Whatever 
other hypotheses may be advanced as to the cause of the in- 
flux of population to the cities, it is certainly true that a large 
number of desirable inhabitants of the country are leaving 
their homes in order to secure proper educational advantages 
for their children. 

The need of improvement in the rural school is universally 
felt. It must play a prominent part in all the activities inau- 
gurated for the resuscitation of country life. To it, more than 




2 "3 



W cs- 



tf ^ 



S & 



AND Transportation of PuriLS. 9 

to any other single institution which functions for country- 
life, we must look for the setting in motion of forces which 
will make for attractiveness and productiveness, which will 
produce a satisfying richness and fullness of life, and which 
will thus aid materially in the solution of the problem con- 
fronting us. 

2. The Rural School Has Been Apparently Neglected. The 
thought of educators has been primarily about other phases of 
educational work. It is not meant that they have intention- 
ally neglected the rural school; indeed, they have not really 
neglected it. But in Tennessee and throughout the country, 
according to recent utterances from prominent educators, the 
rural school has not been held definitely in consciousness ; 
other educational agencies have occupied first place, and the 
interest in the rural school has been largely incidental. It is 
not too much to say that the chief concern of the leading edu- 
cators of Tennessee for the last decade has been teacher train- 
ing. It is true that the argument for teacher-training agen- 
cies rested always on the needs of the rural schools — ele- 
mentary schools; but the object was so great as to become 
almost an end in itself, and the ultimate purpose has been 
well-nigh obscured. 

The attention and interest centered on this one point have 
produced results, and there is now in successful operation a 
creditable system of Normal schools. But the mere fact of 
their establishment does not improve the rural school. An- 
other and a far step needs to be taken. Teachers must not 
only be prepared, but a place must be prepared for the teacher. 
The rural elementary school, then, must be brought into prom- 
inence; interest and attention must be focused thereon; for 
in the rural school lies our vital educational problem. 

3. The Rural Elementary School Has Made Comparatively 
Little Progress. It is universally agreed that it is the most 
backward of all our educational agencies. While city schools, 
normal schools, colleges, and universities have been going 
forward steadily, it has been marking time. It is true that 
some progress has been made — that the term has been slowly 
lengthened, teachers' salaries have shown some advance, the 
revenues have increased ; but it needs no argument to demon- 



10 Consolidation of Schools 

strata that it has not kept pace with other educational forces 
and is to-day lamentably lacking in efficiency and vitality. 

This is true not only in Tennessee, but all over the coun- 
try the same complaint is heard. The rural elementary school 
is not responding' effectively to the demands made upon it; it 
is not functioning satisfactorily for rural life. The shortness 
of term, the poor salaries of teachers, the consequent inex- 
perienced and untrained teaching force, the inadequate super- 
vision, the insanitary school conditions, the small school unit, 
the isolation, the antiquated course of study, the general in- 
efficiency — all are counts in the indictment which can be truth- 
fully drawn against the rural elementary school. 

It needs no argument to show that this rural school is of 
tremendous importance. The biggest part of our population 
is still in the country. If our State is to be educated, it must 
be through this agency; if illiteracy is to be abolished, the 
larger share of the burden is to fall upon the rural school ; if 
there is to be an intelligent electorate qualified to deal with 
the intricate problems of government and to meet the respon- 
sible duties of citizenship, there must be an efficient rural 
school. The greatest foe of progress, the biggest obstacle in 
the development of our State, is ignorance. The only de- 
struction of the foe, the only way to remove the obstacle, is 
in the school. It must be resuscitated and vitalized. The 
future of the State, its manhood and womanhood, depends 
upon it. 

Here, then, it must be insisted, is our vital educational prob- 
lem ; here is the educational agency most deserving of the peo- 
ple's interest ; here, if possible, we who happen to be in offi- 
cial lead to-day are determined to focus attention and cease 
not to call upon the men and women of all classes to come to 
our aid. 

It should be borne in mind that this is not a matter that 
concerns merely the people who live in the country, but the 
urban population of the State is just as much involved. The 
cities cannot live to themselves ; they draw much of their best 
citizenship from the country ; their life is conditioned on the 
rural environment. So that we have no array of country 
against city^ when we aim to focus attention on the country 



AND TlJANSrORTATION OF PUPILS. 11 

school. We are holding up the city school to them, not as a 
model to be copied, but as indicating the educational advan- 
tages which their children ought to have ; and we are urging 
that country boys and girls everywhere shall have educational 
opportunities equal to those enjoyed by their city cousins. 

Below is suggested a program for the improvement of the 
rural school. While it is concerned primarily with the ele- 
mentary school, it considers in a general way the whole rural 
school situation. It is realized that there is nothing essen- 
tially new about it, it being merely an attempt to set forth a 
program or platform in more or less definite form, to be 
worked out as rapidly as conditions will permit. 

THE RURAL SCHOOL— A PROGRAM FOR ITS 
IMPROVEMENT. 

AIMS. 

1. A General One. To give a rural coloring to the whole 

rural-school process. 

2. A Particular One. To afford the opportunity for voca- 

tional training in occupations peculiar to rural 
life. 

The rural school should function so satisfac- 
torily and effectively for rural life that the ten- 
dency among boys and girls educated therein 
should be to remain on the farm. 

PLATFORM. 

1. The Teacher. Professionally trained. Forty-four coun- 
ties of the State have established high schools, 
a number of them of the first class. The State 
Normal schools are in successful operation. The 
chief argument used to secure their establish- 
ment was the need of a trained teaching force 
and the certainty of their supplying it. The time 
has come when Boards of Education can consist- 
ently demand trained teachers and can make a 
minimum scholastic requirement of four years' 



12 COISTSOLIDATIOK OF SCHOOLS 

high-school work. At the same time the nor- 
mal-school courses and those for teachers in 
high schools should be adapted to the training of 
rural teachers. The normal schools and the 
high schools will defeat the very purpose of their 
establishment unless they make some direct and 
valuable contribution to the rural elementary 
schools. 

2. Buildings. Modern, sanitary, comfortable, attractive, 

with suitable furnishings, adequate equipment, 
accessible playgrounds, and sufficient acreage 
for agricultural teaching. 
To secure this, 

BOND ISSUES 

are absolutely necessary, it having long since 
, been demonstrated that ordinary annual reve- 

nues are insufficient. 

3. Courses of Study. Graded, revised, vitalized, related to 

life, growing out of life's needs, functioning for 
them. 

(1) Correlation of English with nature study and ag- 

riculture. 

(2) Text-book in arithmetic dealing largely with quan- 

titative aspects of rural life. 

(3) Other subjects of the school course to bear more 

directly upon rural life. 

(4) Agriculture and domestic science introduced as 

rapidly as possible into the grades. 

4. Consolidation and Transportation. The need of a larger 

school unit for teaching and supervisory pur- 
poses is imperative. To secure this, single- 
teacher schools should be abandoned, and schools 
with three or four or five rooms, with transpor- 
tation facilities provided, should be established 
at strategic and easily accessible points. 

5. Supervision. Frequent, persistent, competent. 

(1) County Superintendents with longer terms, not en- 
gaged in any other occupation, chosen because of 



AND TRAXSrOKTATlON OF I'UPILS. 13 

fitness, and not necessarily a resident of county 
when elected. 

(2) Assistant County Superintendents having special 

charge of agricultural and domestic science 
work; head of Department of Agriculture in 
central high school and supervisor and director 
of agriculture and domestic science in elemen- 
tary schools. 

(3) Elementary school inspector in each Grand Divi- 



■/- ' ' * ^^lE', ^' 






Faeeagut High School. 

One of our best county higli schools. It is doing a work whose value is 

recognized throughout the county and the State. 

sion, to work with and under general direction 
of the State Superintendent and State elemen- 
tary school inspector. 

(4) County Supervisors with specific districts not too 
large for efficient work. 
6. High Schools. 

(1) Some high-school work in consolidated schools, 
these being correlated with 



14 Consolidation of Schools 

(2) Central high school, with four years' genuine high- 

school work; agriculture and domestic science 
departments in the high schools as thoroughly 
organized, as well equipped as any other depart- 
ments of the school. 

(3) Demonstration farms — at least one in the county 

in connection with the high school. 

(4) Corn clubs for boys and canning and poultry clubs 

for girls in every county high school, which as 
rapidly as possible should be extended to other 
schools. This club work should be supervised 
by State and county officials. By establishing 
them in the school and making intelligent use 
of government bulletins, we have at hand a most 
effective means of beginning real agriculture and 
domestic science teaching in all our schools. 

7. Compulsory Attendance. With such a system as here 

outlined, attendance will naturally increase. But 
to protect the State against illiterary, to secure 
an intelligent electorate, all its boys and girls 
should attend school, and force should be ex- 
erted when the ordinary attractions of the school 
fail. 

8. School Term. Minimum of six months, gradually grow- 

ing to nine, with its industrial work extending 
through the whole year. 

9. Medical Inspection. The value of inspection has been 

demonstrated wherever tried. A State-wide law 
is necessary, which counties can put into oper- 
ation as fast as conditions warrant. 
10. Community Cooperation. Not only by sympathy and 
financial support, but by active participation in 
the school activities. The school is for the whole 
community, adults as well as minors. It must 
make contribution to the economic, industrial, 
and social life of all the people, as well as to their 
intellectual life. When it does, it will become 
the center of community life, and its efficiency 
will no longer be in question. 



AXD TrAXSI'ORTATION of Pri'LLS. 



15 



NECESSARY' REVENUES. 

1. State Appropriation to be Increased from 25 per cent to 
33 1-3 per cent of its Gross Revenues. But for 

a parliamentary technicality, the schools would 
to-day be enjoying this larger bounty. The 
friends of the schools in the State must see to it 
that the school sentiment in the coming General 
Assembly is as strong as in the last, and leave 
no effort undone to secure this greater revenue. 





t iTiiiiTmir«lMOT^H 


f 'S 


■ill . 


mrw 



MoNEOE County High School. 
It has recently acquired a splendid site for a Demonstration Farm and Boys' 

Dormitory. 



2. Bond Issue for Building and Equipment as Noted Above. 

The annual school fund cannot stand the con- 
stant drain for building and repairing. The 
school term will remain short and the building 
be unsatisfactory as long as annual funds are 
thus perverted. The burden of permanent im- 
provements should be distributed over a series of 



16 Consolidation of Schools 

years, and the wise County Superintendent will 
project plans to that end. 
3. Larger Local Levies. The success or failure of the 
schools depend, in the last analysis, upon local 
school sentiment. The State at large can do 
only a small part of the work; the bulk of the 
revenues must come from the counties. Our 
great duty is to-convince the people of the value 
of school work. If we can only do this, adequate 
financial assistance is sure to come. 




Gkovb High School, Paeis, Tenn. 
Henry County has no institution of more value to the county and State. 



18 



Consolidation of Schools 



THE ONE-TEACHER SCHOOL. 

COST AND EDUCATIONAL EFFICIENCY OF THE WHITE 

ONE-TEACHER RURAL SCHOOLS HAVING FROM ONE 

TO THIRTY PUPILS IN DAILY ATTENDANCE. 



TABLE I. 

Total Number of White Schools per County Superintendent in Ninety- 
six Counties in Tennessee, Total Number of White One-Teacher 
Schools in Each County, and the Number of White One-Teacher 
Schools in Each County Having from One to Fifteen, Fifteen to) 
Twenty, Twenty to Twenty-five, and Twenty-five to Thirty Pupils 
in Daily Attendance. 



County 



u 


Number 


Number 


^ 


White 


White 




Rural 


One- 


3 


Schools 


Teacher 


'4. 




Schools 



No. Schools Having Pupils in Daily 
Attendance as Follows: 



1 to 15 • ! 15 to 20 20 to 25 25 to 30 



Anderson . . . 

Bedford 

Benton .... 

Bledsoe 

Blount 

Bradley 

Campbell 

Cannon 

Carroll 

Carter 

Cheatham . . . 

Chester 

Claiborne 

Clay 

Cocke 

Coffee 

Crockett 

Cumberland , 

Davidson 

Decatur 

DeKalb 

Dickson 

Dyer 

Fayette 

Fentress 

Franklin 

Gibson 

Giles 

Grainger 

Greene 

Grundy 

Hamblen . . 
Hamilton . . . , 

Hancock 

Hardeman . . 

Hardin 

Hawkins 

Haywood . . 
Henderson . 

Henry 

Hickman 

Houston .... 
Humphreys 
Jackson .... 

James 

Jeiferson 

Johnson 

Kn ox 

I,ake 

I,auderdale . 
I,awrence . 

IvCwis 

I,incoln 



1 


64 


47 


3 


2 


10 


10 


->, 


57 


36 




1 


3 


6 


3 


68 


66 


i9 


20 


11 


10 


4 


41 


34 


12 


14 


15 


5 


3 


101 


91 


1 


1 


5 


3 


6 


44 


38 


1 


4 


11 


5 


7 


87 


55 


15 


10 


12 


18 


8 


52 


47 




1 


4 


7 


9 


85 


68 


3 


30 


17 


6 


10 


55 


S5 




3 


4 


7 


11 


60 


43 


2 


5 


10 


9 


12 
13 


36 
94 


33 

78 












5 


9 


6 


14 


46 


36 


8 


17 


4 


17 


15 


87 


77 


4 


4 


7 


12 


16 


(J") 


54 




8 


14 


12 


17 


40 


28 


8 




5 


3 


18 


58 


51 


6 


25 


15 


12 


19 


66 


21 


1 


6 


5 


7 


20 


44 


41 


13 


11 


9 


11 


21 


70 


48 


28 


20 


18 


4 


22 


68 


59 


3 


10 


13 


9 


23 


65 


45 


10 


13 


10 


30 


24 


41 


32 


20 


7 


5 


1 


25 


52 


48 


12 


14 


12 


10 


26 


63 


47 


3 


10 


8 


13 


27 


64 


46 


4 


7 


6 


14 


28 


74 


SO 


1 


18 , 


16 


17 


29 


56 


51 


1 


'> 


3 


6 


30 


120 


90 


1 


3 


30 


40 


31 


111 


100 


1 


2 


5 


2 


39 


35 


24 




3 


5 


4 


3;^ 


75 


27 


4 


3 


3 


5 


34 


50 


46 


3 


4 


5 


6 


35 
36 


63 
75 


60 
59 










8 


11 


18 


5 


37 


93 


79 




4 




12 


38 


48 


34 


2 


5 


4 


6 


39 
40 


86 
86 


83 

72 










7 


26 


15 


11 


41 


76 


66 


17 


13 


15 


14 


42 


26 


17 


6 


11 


3 


3 


43 


66 


64 


7 


12 


18 


8 


44 


63 


49 


1 


3 


2 


2 


45 
46 


19 
63 


12 
45 




1 
2 




2 
5 


3 


3 


47 

48 


45 
163 


30 

58 






2 
50 


7 
42 




38 


49 


14 


11 


3 


2 


3 


6 


50 
51 
52 


44 
78 
30 


34 
65 

28 






4 

7 
13 


4 

28 



17 
8 




3 


53 


60 


33 






25 


61 



AND TkANSPOKTATIOX OF PUPILS, 



19 



TABLE I.— Continued. 

Total Number of White Schools per County Superintendent in Ninety- 
six Counties in Tennessee, Total Number of White One-Teacher 
Schools in Each County, and the Number of White One-Teacher 
Schools in Each County Having from One to Fifteen, Fifteen to 
Twenty, Twenty to Twenty-five, and Twenty-five to Thirty Pupils 
in Daily Attendance. 



Number 
White 
Rural 

Schools 



Number 
White 
One- 
Teacher 

Schools 



No. Schools Having Pupils in Daily 
Attendance as Follows: 



1 to 15 15 to 20 20 to 25 25 to 30 



Loudon 

McMinn 

McNairj' ... . 

Macon 

Madison ... . 

Marion 

Marshall 

Maury 

Meigs 

Monroe 

Montgomery 

Moore 

Morgan 

Obion 

Overton 

Perry 

Pickett 

Polk 

Putnam 

Rhea 

Roane 

Robertson . . , 
Rutherford . . 

Scott 

Sequatchie . . , 

Sevier 

Shelby 

Smith 

Stewart 

Sullivaii 

Sumner 

Tipton 

Trousdale . . , 

Unicoi 

Union 

Van Buren . . 

Warren 

Washington 

Wayne 

Weakley 

White 

Williamson . . 
Wilson- 

Average . 



91 



49 
77 
SS 
59 
91 
50 
47 
116 
30 
74 
67 
21 
55 
86 
55 
49 
40 
50 
70 



77 
67 
17 

101 
60 
63 
52 
87 

103 



62 
123 
53 

85 
81 



62+ 



48+ 



7+ 



16 


54 


61 


55 


16 


56 


15 


57 


8 


5H 


1 


59 


4 


60 


7 


61 


7 


62 


16 


63 


9 


64 


3 


63 


9 


66 


9 


67 


7 


68 


6 


69 


6 


70 


8 


71 


7 


72 


3 


73 


6 


74 


12 


75 


22 


76 


42 


77 


2 


78 


12 


79 


3 


80 


4 


81 


15 


82 


6 


83 


83 


84 




85 


ii 


86 


25 


87 


10 


88 


4 


89 


47 


90 


9 


91 


9 


92 


11 


93 


8 


94 


28 


95 


24 


96 



20 



Consolidation of Schools 



TABLE II. 

THE PER CAPITA COST OF INSTRUCTION IN REPRESEN- 
TATIVE ONE-TEACHER SCHOOLS 

Monthly Cost of Instruction per Pupil in Daily Attendance in Schools 
Having from One to Fifteen Pupils in Daily Attendance. 





u 


Number 


Length of 


Total Amt. 


Average 


Monthly 


u 




-3 


Schools 


School 


Annually 


Annual Amt. 


Cost of 


Xi 


County 


fl 


with 1 to 15 


Term in 


Paid to 


Paid Each 


Teaching per 


n 




3 


Pupils in 


Days 


Teachers 


Teacher 


Pupil in 


3 




K^ 


Attendance 








Attendance 


'4, 


Anderson 


1 


3 


10(1 


$ 625 00 


$ 208 33 


$2 84 


1 


Bedford 


2 
8 












9 


Benton 


19 


100 


3,225 00 


169 73 


2 59 


3 


Bledsoe 


4 


12 


1(10 


1,800 00 


150 00 


1 50 


4 


Blount 


f) 


1 


115 


184 (X) 


184 00 


3 40 


5 




() 


1 


90 




135 00 


2 13 


6 


Campbell 


7 


15 


60 


2,137 50 


142 00 


4 72 


7 




9 












H 


Carroll 


3 


100 


1,395 00 


151 00 


2 00 


9 




10 

n 












10 


Cheatham 












11 


Chester 


12 
13 
14 
15 












l** 














13 


Clay 


8 
4 


100 

82 


1,600 00 
410 00 


200 00 
102 50 


1 75 
1 90 


14 


Cocke 


15 


Coffee . . 


1(5 
17 












16 


Crockett 


1 


70 


87 50 


87 50 


2 00 


17 


Cumberland . . . 


18 


6 


80 


720 00 


120 00 


2 85 


18 


Davidson 


19 


1 


80 


180 00 


180 00 


4 53 


19 


Decatur 


20 


13 


98 


10,420 00 


200 00 


3 33 


20 


DeKalb 


21 


28 


80 


4,500 00 


150 00 


1 00 


21 


Dickson 


22 


3 


90 


417 00 


139 00 


2 32 


22 


Dyer 


23 
24 


10 
20 


100 
107 


2,000 00 
5,8:38 00 


200 00 
291 90 


2 50 

3 74 


',^3 


Fayette 


24 


Fentress 


25 


12 


87 


1,761 75 


147 31 


2 41 


25 


Franklin 


20 


3 


88 


490 50 


163 50 


2 55 


26 




''7 












V7 


Giles 


28 
29 


1 
1 


20 

80 


:30 0() 
140 00 


30 00 
140 00 


2 50 
2 50 


•?8 


Grainger 


29 




3(1 












:3() 


Grundy 


31 


2 


100 


400 00 


200 00 


2 22 . 


31 


Hamblen 


32 












32 


Hamilton 


33 


4 


160 


1,300 00 


325 00 


3 74 


33 




3'1 












34 




35 












85 


Hardin 


m 


8 


100 


1,275 00 


159 37 


2 84 


36 




'37 












;37 


Haywood 


38 


2 


100 


630 00 


315 00 


3 25 


38 


Henderson — 


39 














40 
41 


7 
17 


126 
115 


1,281 00 
2,918 25 


183 00 
171 65 


2 53 
2 50 


40 


Hickman 


41 


Houston 

Humphreys . . . 


49 












4? 


43 


7 


100 


i,;i56 00 


192 85 


2 97 


43 


Jackson 


44 


81 


100 


181 25 


181 25 


3 02 


44 


James 

Jefferson 


45 












45 


4fi 


3 


100 


450 00 


150 00 


2 66 


46 


Johnson 


47 


36 


120 


11,688 00 


240 00 


1 15 


47 


TCnox 


48 
49 
^0 












48 


I^ake 


3 


100 


624 00 


208 00 


2 00 


49 


Lauderdale 

Lawrence 


50 


51 


17 


110 


3,418 75 


201 10 


2 64 


51 


Lewis 


52 


8 


100 


1,257 50 


157 28 


2 88 


52 


Lincoln 

Loudon 

McMinn 


53 












53 


54 

55 


6 
1 


100 


900 00 


150 00 


2 39 


54 
55 


5R 


4 


100 


687 50 


171 85 


3 00 


56 




57 


3 


65 


292 50 


97 50 


2 50 


5V 




58 


5 


136 


1,485 00 


297 00 


3 52 


58 




59 


5 


100 


925 00 


185 00 


2 60 


69 




60 


2 


100 


350 00 


175 00 


2 08 


60 


Maury 

Meics 


(1I 


5 


100 


1,320 00 


264 00 


2 18 


61 


62 


1 


80 


120 00 


120 00 


2 21 


62 



AND TlfANSrOUTATION OF PuPILS. 



21 



TABLE II.— Continued. 

THE PER CAPITA COST OF INSTRUCTION IN REPRESEN- 
TATIVE ONE-TEACHER SCHOOLS 

Monthly Cost of Instruction per Pupil in Daily Attendance in Schools 
Having from One to Fifteen Pupils in Daily Attendance. 



County 


OJ 

a 


Number 
Schools 

with ltol5 
Pupils in 

Attendance 


L,ength of 

School 

Term in 

Days 


Total Amt. 
Annually 

Paid to 
Teachers 


Average 

Annual Amt. 

Paid Each 

Teacher 


Monthly 

Cost of 

Teaching per 

Pupil m 

Attendance 


u 


Monroe 

Montgomery,. 

Moore 

Morgan 

Obion 


63 
64 
(55 
66 
67 
(iS 

m 

70 
71 

72 
73 

74 
75 
76 
77 
78 
79 
80 
81 
82 
83 
84 
85 
86 
87 
88 


4 
6 
1 
1 
9 


113 
100 

80 
100 
98 


$ 682 50 

1,360 00 

140 00 

200 00 

1,832 00 


1175 00 
226 66 
140 00 
200 00 
203 50 


$8 24 
1 85 
5 00 
1 60 
4 44 


64 
65 
66 
67 




(i8 




3 


60 


316 00 


105 33 




69 


Pickett 




70 


Polk 


6 
3 
1 


117 
100 
109 


1,550 25 
525 00 
190 75 


258 37 
175 00 
190 75 


3 38 
2 70 
2 62 


71 


Putnam 

Rhea 


72 
73 




74 


Robertson 

Rutherford 

Scott 

Sequatchie 


9 
16 
4 
2 
1 
1 


96 
120 
100 

80 
100 
180 


1,651 88 

3,000 00 

160 00 

230 00 


183 54 
218 00 
160 00 
110 00 
162 50 
450 00 


3 44 

2 75 
1 42 
1 33 

3 06 
6 25 


75 
76 
77 
78 
79 


Shelby 


450 00 


80 
81 


Stewart 












82 


Sullivan 

Sumner 

Tipton 


2 
16 

1 
1 
1 


120 
100 
120 
80 
120 


384 00 

2,400 00 

300 00 


192 00 
150 00 
300 00 . 
120 00 
180 00 


2 90 
2 26 
5 00 
2 50 
2 14 


83 
84 
-85 




86 






87 






88 














89 




90 
91 
92 
93 
94 
95 
96 


7 
11 

7 


100 
80 
93 


1,580 00 
1,580 00 
1,150 00 


150 00 
143 50 
164 25 




90 


Washington . . . 

Wayne 

Weakley 

White 


2 95 

2 54 


91 
92 
93 


7 


96 


1,150 00 


164 50 


2 54 


94 




95 














96 














Average . . . 


7 


111 






|3 02 











From the above facts we find — 

(1) That there are, on the average, seven schools to the county in 
th State, with a daily attendance of pupils from one to fifteen; 

(2) That the average length of school term is only 111 days; and 

(3) That the average monthly cost of teaching per pupil in daily 
attendance is $3.02, or approximately 15 cents per day. 

This does not include fuel, repairs, insurance, supervision, inciden- 
tals, or anything, save the amount paid for actual teaching. 



AND Tlt.VXsrORTATlOX OF Tui'lLy. 



23 



TABLE III, 

Monthly Cost of Instruction per Pupil in Daily Attendance in Schools 

Having from Fifteen to Twenty Pupils in Daily Attendance. 



County 


ii 

u 

s 


No. Schools 

with 15 to 20 

Pupils in 

Daily 

Attendance 


Length of 

Term in 

Days 


Total Amt. 
Annually 

Paid to 
Teachers 


Average 
Amount 
Annually 
Paid Each 
Teacher 


Monthly 

Cost of 

Teaching per 

Pupil in 
Attendance 


a 


Anderson .. 

Bedford 

Beuton 

Bledsoe 

Blount 


I 

Ti 

4 
5 

6 

7 

S 

9 

10 
11 
12 
13 
U 
15 
16 
17 
18 
19 
20 
21 
22 
23 
24 
25 
26 
27 
28 
29 
30 
31 
32 
33 
34 
35 
36 
37 
38 
89 
40 
41 
42 
43 
44 
45 
46 
47 
48 
49 
50 
51 
52 
53 
54 
55- 
56 
57 
58 
59 
60 
61 
62 
63 

64 

65 

66 


i 

20 
14 

1 

4 
10 

1 
30 

3 


100 
lOO 
100. 
100 
115 
90 
100 
100 
100 
120 


$ 375 00 
157 50 

3,4.50 00 

2 -,4.50 00 
188 75 
795 00 

2,500 00 
150 00 

5,125 00 
540 00 


$ 1.S7 .")() 
157 5(1 
172 50 
175 (10 
188 75 
198 75 
250 00 
150 00 
156 50 
180 00 


$ 1 92 

2 52 
1 94 

1 75 

3 50 

2 72 
2 94 
1 97 
1 94 
1 84 


1 

2 
3 
4 
5 


Bradley 

Campbell 

Cannon 

Carroll 

Carter 


6 
7 
8 
9 
10 
11 


Chester 












12 


Claiborne 

Clay 

Cocke 

Coffee 

Crockett 


5 
17 
4 

8 


90 
100 

85 
110 


810 00 
1,000 00 

410 00 
1,285 00 


162 00 
162 (10 
102 50 
165 00 


2 20 
2 00 
1 90 
9 00 


13 
14 

15 
16 
17 


Cumberland. . . 

Davidson 

Decatur 

DeKalb 

Dickson 

Dyer 

Fayette 

Fentress 

Franklin ... 
Gibson 


25 
6 
11 
20 
10 
1 
7 
14 
10 


80 
180 
98 
80 
95 

m' 

88 

87 


875 00 
2,430 00 
1,760 60 
3,600 00 
1,593 75 

"'2^55406" 
2,238 50 
1,549 13 


140 00 
405 CO 
200 00 
160 00 
159 40 


1 70 

2 80 

3 83 
1 15 
1 92 


18 
19 
20 
21 

22 


365 00 
159 75 
154 91 


2 99 
2 02 
2 03 


24 
25 
26 
97 


Giles 

Grainger 

Greene 

Grundy 

Hamblen 

Hamilton 


18 
2 
3 
2 
4 
3 


116 
90 
100 
100 
120 
108 


3,420 00 
315 00 
465 00 
400 00 
780 00 

1,200 00 


190 00 
157 50 
155 00 
200 00 
195 00 
400 00 


1 87 

2 00 
2 06 

2 22 
1 99 

3 80 


28 
29 
30 
31 
32 
33 
34 














35 


Hardin 

Hawkins 

Haywood . . . . 


17 
4 
5 

26 

13 
11 
12 

3 

1 

2 


100 
99 
140 


1,275 00 
666 43 

1,470 00 


159 37 
166 43 

294-00 


2 84 
, 1 08 

2 75 


86 
37 
88 
39 


Henry 

Hickman 

Houston 

Humphreys , . . 
Jackson 


120 
116 

100 
100 
100 
60 
100 


5,928 00 
2,803 25 
1,787 50 
2,200 00 

587 50 
90 00 

350 00 


228 00 
215 00 
155 50 
183 30 
195 00 
90 00 
175 00 


2 25 
2 20 

1 88 

2 04 
2 34 
1 50 
1 84 


40 
41 
42 
43 
44 
45 


Jefferson 

Johnson 


46 

47 


38 
2 


140 
140 


24,712 00 
630 00 


305 90 
315 00 


1 47 
1 80 


48 


X,ake 


49 


Ivauderdale 

JUawrence . . . 


■ 50 


10 
3 


ino 
100 


2,059 75 
562 50 


205 00 
187 50 


2 56 
2 50 


51 
52 


I^iucoln 

lyOudon 


53 


12 

5 

22 

10 

19 

3 

1 

19 

4 

14 

13 

4 

1 


100 
77 
100 
65 
147 
100 
140 
160 
73 
110 
160 
110 
100 


1,845 00 


154 00 
172 00 
165 75 
113 75 
275 78 
183 00 
210 00 
250 00 
110 00 
175 00 
240 00 
182 65 
200 00 


1 88 
84 

2 25 
2 00 

2 25 " 
2 04 
1 S7 
1 09 

1 87 

2 25 
156 
2 18 
2 39 


54 

55 


McNairy 


3,863 20 

1,137 50 

5,240 00 

550 00 

210 00 

4,760 00 

440 00 

2,743 75 

3,120 00 

800 00 

200 00 


56 

57 


Madison 

Marion 

Marshall 

Maury 


58 
59 
60 
61 

62 


Monroe 

Montgomery .. 

Moore 

Morgan 


63 
64 
65 
66 



24 



Consolidation of Schools 



TABLE III.— Continued; 

Monthly Cost of Instruction per Pupil in Daily Attendance in Schools 
Having from Fifteen to Twenty Pupils in Daily Attendance. 



County 


3 


No. Schools 

with 15 to 20 

Pupils in 

Daily 

Attendance 


Ivcngth of 

Term in 

Days 


Total Amt. 
Annually 

Paid to 
Teachers 


Average 
Amount 
Annually 
Paid Each 
Teacher 


Monthly 

Cost of 

Teaching per 

Pupil in 
Attendance 


Ih 
V 

g 

3 




67 
68 
69 
70 
71 
72 
73 
74 
75 
76 
77 
78 
79 
80 
81 
82 
83 
b4 
85 
86 
87 
88 
89 
911 
91 

<)9 


13 


134 


|4,317 50 


$332 11 


|3 25 


67 


Overton 


68 


Perrj' 


1 


(iO 


120 90 


120 90 


2 24 


69 


Pickett 


70 


Polk 


4 
8 
1 
6 
21 


117 
100 
100 
100 
106 


1,082 25 
1,600 00 
175 01) 
1,175 50 
4,284 77 


270 56 
200 00 
175 00 
195 00 
204 04 


2 92 
2 35 

1 94 

2 15 
2 53 


71 


Putnam 

Rhea 


72 
73 
74 


Robertson 

Rutherford 


75 
76 


Scott 

Sequatchie .. . 


6 
4 
4 

1 


100 
80 
99 

180 


1,420 00 
490 00 
650 00 

2.520 00 ■ 


240 00 
123 00 
130 00 
405 00 


3 12 
1 34 
1 76 
3 75 


■ 77 
78 
79 


Shelby 

Smith 


80 

81 


Stewart 

Sullivan 

Sumner 

Tipton 


9 
3 
12 
6 
1 


120 
120 
100 
130 
80 


1,995 00 

630 00 

2,150 00 

1,755 00 

120 00 


221 66 
210 00 
175 00 
270 (X) 
120 00 


2 26 
2 20 
2 00 
2 00 
2 50 


82 
83 
84 
85 


Trousdale 


86 

87 




6 
3 

7 
3 
16 
34 
5 
8 
4 


100 
56 

100 

120 
80 
96 
96 

180 
65 


975 00 

279 80 
1.225 00 

570 00 
2,270 00 
6,323 00 

837 50 
2,160 00 

416 00 


102 00 
93 27 
175 00 
190 00 
141 75 
185 91 
167 50 
270 00 
104 (.)0 


1 66 
3 20 

2 00 
2 44 

2 07 
2 55 
1 82 
1 98 
1 79 


88 


Van Buren 

Warden 

Washington. .. 


89 
90 
91 

92 


Weakley 

White 

Williamson 

Wilson 


93 
94 
95 
96 


93 
94 
95 
96 


Average . . . 


8.3 


99 






$2 14 











From the above facts we find — 

(1) That there are in the average county 8.3 schools, with an at- 
tendance of between twelve and fifteen pupils; ■ 

(2) That the average length of school term is 99 days; and 

(3) That the average monthl}' cost of teaching per pupil in daily 
attendance is $2.14. 



AND TRANSrORTATION OF PUPILS. 



25 



TABLE IV. 

Monthly Cost of Instruction per Pupil in Daily Attendance in Schools 
Having from Twenty to Twenty-five Pupils in Daily Attendance. • 



County 



No. Schools 

withL'Otol'o 

Pupils in 

Daily 

Attendance 



Anderson 

Bedford 

Benton 

Bledsoe 

Blount , 

Bradley 

Campbell 

Cannon 

Carroll 

Carter 

Cheatham . . . 

Chester 

Claiborne 

Clay 

Cocke 

Coffee 

Crockett 

Cumberland . 

Davidson 

Decatur 

Dekalb 

Dickson 

Dyer 

Fayette 

Fentress 

Franklin 

Gibson 

Giles 

Grainger — 

Greene 

Grundy 

Hamblen 

Hamilton 

Hancock . . . 
Hardeman. .. 

Hardin 

Hawkins 

Haywood . . . . 
Henderson . . 

Henry 

Hickman . . . 

Houston 

Humphreys . 

Jackson 

James 

Jefferson 

Johnson 

Knox 

I<ake 

Lauderdale . . 
Lawrence . . . 

Lc'wis 

Lincoln 

Loudon 

McMinn 

McNairy .... 

Macon 

Madison 

Marion 

Marshall 

Maury 

Meigs 

Monroe 

Montgomery 

Moore 

Morgan 



Length of 

School 

Term in 

Days 



Total Anit. 
Annually 

Paid to 
Teachers 



09 
00 
100 
100 
115 
100 
100 
100 
100 
120 



90 
100 

94 
110 

90 

80 
180 



92 
100 
171 

90 

87 



118 
95 
100 
100 
120 
160 



100 
140 



120 
115 
100 
100 
100 



100 
120 
140 
146 
105 
110 
100 

85 
100 

77 
100 

65 
142 
100 
140 
160 

80 
114 
160 

80 
100 



2,275 00 

540 00 
1,987 50 
2,000 00 

957 37 
2,350 00 
3,000 00 

600 00 
3,209 00 

822 00 



1,586 00 

1,600 00 

912 25 

2,690 00 

900 00 

600 00 

2,025 00 

8,125 00 

6,400 00 

2,053 00 

2,500 00 

2,520 00 

2,049 75 

1,331 00 



3,070 00 
493 75 

1,050 00 

1,000 00 
630 00 

1,180 00 



1,115 75 
910 CO 



3,645 00 

3,593 75 

575 00 

3,452 50 

387 50 



500 00 

480 00 

31,200 00 

1,007 00 

780 00 
1,514 00 
2,352 50 
2,381 25 
2,475 00 
1,720 00 
1,710 00 
2,500 00 
4,990 00 

775 00 

735 00 
6,000 00 

420 00 
2,175 00 
3,760 00 

140 00 
2,460 00 



Average 

Annual Amt. 

Paid 

Teachers 



Monthly 

Cost of 

Teaching per 

Pupil in 
Attendance 



227 50 
180 00 
180 68 
200 00 
191 47 
213 64 
250 00 
150 00 
160 50 
205 50 



176 25 
200 00 
130 32 
160 00 
180 00 
160 00 
405 00 
200 00 
180 00 
158 00 
250 00. 
387 70 
170 81 
166 30 



192 00 
166 25 
175 00 
200 00 
216 00 
393 33 



159 39 

297 50 



243 00 
289 58 
195 50 
198 65 
185 50 



166 66 
80 00 
262 20 
335 00 
195 00 
216 29 
180 96 
140 07 
155 00 
172 00 
190 00 
180 00 
852 85 
194 00 
245. 00 
250 00 
140 00 
240 00 
208 50 
140 00 
317 50 



2 00 
2 62 

1 57 

2 05 
2 20 
2 04 
2 46 
1 47 
1 94 
1 65 



1 75 
1 80 

1 24 
8 00 

2 00 

3 10 

2 78 

3 33 
1 15 

1 64 

2 00 

3 28 
1 59 
1 70 



1 52 
1 65 
1 80 
1 66 

1 77 

2 84 



94 
2 80 



1 87 
1 80 
1 69 
1 67 
1 70 



1 44 
1 77 
1 47 
1 10 
3 50 

1 72 

2 50 
1 50 
1 01 

1 50 

2 24 

1 81 

2 74 
1 70 
1 70 
1 45 

1 70 

2 50 
1 50 
1 52 
1 89 



3 
4 
5 
6 
7 
8 
9 
10 
11 
12 
13 
14 
15 
16 
17 
18 
19 
20 
21 
22 
23 
24 
25 
26 
27 
28 
29 
30 
31 
32 
88 
34 
35 
36 
37 
88 
39 
40 
41 
42 
43 
44 
45 
46 
47 
48 
49 
50 
51 
52 
58 
54 
55 
56 
57 
58 
59 
60 
61 
62 
63 
64 
65 



26 



Consolidation of Schools 



TABLE IV.— Continued. 

Monthly Cost of Instruction per Pupil in Daily Attendance in Schools 
Having from Twenty to Twenty-five Pupils in Daily Attendance. 



County 


a 

3 


No. Schools 

vrith20to25 

Pupils in 

Daily 

Attendance 


lyength of 

School 

Term in 

Days 


Total Amt. 

Annually 

Paid to 

Teachers 


Average 

Annual Amt. 

Paid 

Teachers 


Monthly 

Cost of 

Teaching per 

Pupil in 
Attendance 


u 
u 

E 

3 


Obion 


67 
68 
(>9 
70 
71 
72 
73 
74 
75 
76 
77 
78 
79 
80 
81 
82 
83 
8-4 
85 
86 
87 
88 
89 
90 
91 
92 
93 
94 
95 
96 


20 


139 


17,143 75 


1357 19 


$2 72 


67 


Overton 


68 


Perry 


6 


60 


746 41 


124 41 


1 89 


69 


Pickett 


70 


Polk 

Putnam 

Rhea 


9 
12 
3 

15 

18 


117 
100 
100 
100 
108 


2,486 25 
2,400 00 
550 00 
2,815 00 
4,26;^ 57 


276 25 
200 (HI 
183 00 
187 60 
236 87 


2 20 
1 90 
1 67 

1 40 

2 l6 


71 
72 
73 

74 


Robertson 


75 
76 


Scott 

Sequatchie 

Sevier 

Shelby 

Smith 

Stewart 

Sullivan 

Sumner 

Tipton 


15 
2 
7 
6 
4 

11 
3 

20 
7 
4 
2 

12 
1 
7 
3 

11 

21 
6 

30 

21 


1(H) 

80 

99 
180 
140 
120 
120 
100 
145 

80 
120 
110 

70 
101 
120 

80 
115 

94 
180 

80 


3,375 (X) 

320 (X) 
1,069 25 
1,800 m 
1,050 00 
2,400 (K) 

6(i6 00 
3,500 00 
2,550 00 

640 00 
1,860 00 
2,040 00 

129 50 
5,760 60 

615 00 
1,660 00 
4,840 00 

955 00 
9,450 00 
2,730 00 


675 00 
iro 00 
152 75 
416 50 
222 50 
218 18 
220 00 
175 00 
350 m 
160 00 
180 00 
170 00 

129 50 
175 10 
205 10 
150 10 
230 47 
160 00 
315 17 

130 00 


2 14 

1 22 
■ 1 39 

2 59 
1 75 
1 83 

1 80 

2 00 

1 80 

2 00 
1 25 

1 43 

2 40 
1 50 
1 91 

1 65 

2 18 
1 57 
1 65 

. 1 29 


77 
78 
79 
80 
81 
82 
83 
84 
85 


Trousdale 

Unicoi 


86 

87 
88 


Van Buren — 

Warren 

Washington . . . 

Wayne 

Weakley 

White 


89 
90 
91 
92 
93 
94 


Williamson — 
Wilson 


95 
96 


Average . . . 


9+ 


107 + 






$1 90 











The above figures show — 

(1) That there are, on the average, nine schools in each county in 
the State, with an attendance of from twenty to twenty-five pupils; 

(2) That for this class of school the average length of school term 
is 107 days; and 

(3) That the average cost of tuition per pupil is $1.90. 




Ageicultdral Class in Gkove High School. 
This kind of work is finding a place in up-to-date country schools. 



28 



Consolidation of Schools 



TABLE V. 

THE PER CAPITA COST OF INSTRUCTION IN REPRESEN- 
TATIVE ONE-TEACHER SCHOOLS. 

Monthly Cost of Instruction per Pupil in Daily Attendance in Schools 
Having from Twenty-five to Thirty Pupils in Daily Attendance. 





Lh 


No. Schools 


Length of 


Total Amt. 


Average An- 


Monthly 


u 




,Q 


with 25 to 30 


School 


Paid all 


nual Amount 


Cost of 


X! 


County 


d 


Pupils in 


Term in 


Teachers 


Paid Each 


Teachingper 


a 




% 


Attendance 


Days 


Annually 


Teacher 


Attendance 


% 


Anderson 


1 


10 


100 


$ 2,350 00 


% 235 00 


% 1 68 


1 


Bedford 


■y 


6 


91 


864 00 


144 00 


2 37 


2 


Benton 


:! 


10 


100 


1,900 no 


190 00 


1 51 


3 


Bledsoe 


4 


5 


100 


1,225 00 


220 00 


2 00 ■ 


4 


Blount 


5 


3 


115 


603 75 


201 25 


1 30 


5 


Bradley 


6 


5 


100 


1,200 00 


240 00 


1 83 


6 


Campbell 


7 


18 


100 


4,475 00 


265 00 


2 05 


7 


Cannon 


S 


7 


100 


1,225 00 


175 00 


1 30 


8 


Carroll 


9 


6 


100 


1,181 25 


165 00 


1 47 


9 


Carter 


10 




120 


1 410 00 


201 00 


1 22 


10 


Cheatnam 


11 












11 


Chester 












Y}, 


Claiborne 


13 


6 


90 


1,125 00 


i87 50 


1 58 


13 


Clay 


14 
15 
1(1 
17 


17 
12 
12 
34 


100 
94 
110 
110 


1,600 00 
1,686 00 
2,424 00 
7,480 00 


200 00 
140 50 
200 00 
220 00 


1 80 
1 00 
7 00 
1 55 


14 


Cocke 


15 


Coffee 


16 


Crockett 


17 


Cunaberland . . 


18 


12 


80 


540 00 


180 00 


2 00 


18 


Davidson 


19 


7 


180 


2,835 00 


405 00 


1 90 


19 




20 
21 


11 
4 


98 
100 






1 00 
1 35 


'>0 


DeKalb 


3,500 00 


200 00 


21 


Dickson 


92 


9 


90 


1,546 50 


171 83 


1 45 


22 


Dyer 


'>3 


20 


100 


2,500 00 


250 00 


2 00 


23 


Fayette 


24 


1 


180 


288 00 


288 00 


1 61 


24 


Fentress 


25 


10 


90 


2,226 25 


175 75 


1 43 


2b 


Franklin 


2H 


13 


92 


2,293 00 


176 40 


1 46 


26 




'>7 












-n 


Giles 


28 
29 


17 
6 


118 
100 


3,570 00 
1,1S5 00 


210 00 
187 50 


1 43 
1 35 


9« 


Grainger 


29 


Greene 


80 


40 


100. 


1,590 00 


198 75 


1 25 


30 


Grundy 


31 


2 


100 


375 00 


187 50 


1 25 


31 


Hamblen 


n 


4 


120 


810 00 


202 50 


1 25 


32 


Hamilton 


88 


5 


160 


1,960 00 


392 00 


2 05 


33 




34 












34 




%'S 












35 


Hardin 


86 


5 


100 


1,025 00 


205 (K) 


1 65 


36 


Hawkins 


87 


12 


100 


2,050 00 


170 83 


77 


3Y 


Haywood 


S8 


6 


140 


1,750 00 


315 00 


2 10 


38 


Henderson 

Henry 


39 












39 


40 


11 


120 


2,685 00 


244 00 


1 54 


40 


Hickman 


41 


14 


116 


3,349 75 


239 24 


1 55 


41 


Houston 


42 


3 


100 


576 00 


195 00 


1 42 


42 


Humphreys . .. 


43 


8 


100 


1,887 50 


235 95 


1 68 


43 


Jackson 


44 


9 


ITO 


400 00 


200 00 


2 00 


44 


James 


45 


9 


98 


325 00 


162 50 


1 25 


45 


Jefferson 


4(i 


5 


100 


875 00 


175 00 


1 29 


46 


Johnson 


47 


7 


120 


1,680 00 


1,080 50 


1 50 


4V 




48 
49 
50 


42 
6 

4 


140 
164 
118 








48 


I^ake 


2,755 00 
1,180 00 


459 00 
295 00 


1 00 
3 22 


49 


I,auderdale 


50 


l,awrence 


51 


20 


110 


4,897 50 


244 87 


1 66 


51 


Lewis 


52 


9 


100 


400 00 


200 00 


1 40 


52 


Lincoln 


58 


50 


129 


1,950 00 


225 00 


1 20 


53 


Loudon 


54 


16 


100 


3,t)25 00 


189 00 


1 30 


54 


McMinn 

McNairy 


55 


61 


77 








55 


56 


16 


100 


3,200 00 


200 00 


1 40 


56 




57 

58 


15 

8 


65 

125 


2.071 80 
1,875 00 


138 12 
234 50 


1 57 
1 38 


bV 


Madison 


58 




59 


7 


100 


200 00 


200 00 


1 43 


59 


Marshall 


60 


4 


140 


980 00 


245 00 


1 35 


60 


Maury 


61 


7 


160 


1,800 00 


257 00 


1 15 


61 


62 


7 


80 


1,060 00 


151 42 


1 36 


62 


Monroe 


63 


16 


114 


3,193 75' 


178 00 


2 80 


63 



AND Transportation of Pupils. 



29 



TABLE v.— Continued. 

THE PER CAPITA COST OF INSTRUCTION IN REPRESEN- 
TATIVE ONE-TEACHER SCHOOLS. 

Monthly Cost of Instruction per Pupil in Daily Attendance in Schools 
Having from Twenty-five to Thirty Pupils in Daily Attendance. 



County 


.a 

3 


No. Schools 

with 25 to 30 

Pupils in 

Daily 

Attendance 


X,ength of 

School 

Term in 

Da5'S 


Total Amt. 
Paid all 
Teachers 
Annually 


Average An- 
nual Amount 
Paid Each 
Teacher 


Monthly 

Cost of 

Teaching per 

Pupil in 
Attendance 


3 


Montgomery . . 

Moore 

Morgan 


64 
65 
66 
67 
68 
69 
70 
71 
72 
73 
77 
75 
76 
77 
78 
79 
80 
81 
82 
83 
84 
85 
86 
87 
88 
89 
90 
91 
92 
93 
94 
95 
96 


9 
3 
9 
9 


160 
120 
100 
137 


S 2,720 00 

626 48 

3,307 50 

3,170 00 


$ 302 50 
242 16 
367 50 
352 29 


§ 1 36 
1 41 

1 56 

2 34 


64 
65 
66 
67 


Overton 


68 


Perry 

Pickett 


6 


60 


728 90 


121 50 


1 49 


69 

70 


Polk 


8 
7 
3 
6 
12 


117 
100 
100 
100 
110 


2,398 50 
1,400 00 
660 «) 
1,275 00 
2,835 00 


299 81 
200 00 
220 00 
212 50 
236 25 


1 77 
1 49 
1 31 
1 57 

1 72 


71 


Putnam 

Rhea 


72 
73 

74 


Robertson 


75 
76 


Scott 

Sequatchie 


42 

2 ^ 
12 

3 

4 
15 

6 
33 
31 
14 


100 
80 
98 
180 
140 
120 
120 
100 
160 
80 


1,890 00 
460 00 
1,925 00 
1,800 00 
1,120 20 
2,523 00 
1,332 00 
6,175 00 
2,200 00 
3,920 00 


225 00 
154 00 
160 00 
450 00 
240 00 
168 00 
220 00 
187 12 
400 00 . 
280 00 


1 08 
1 69 

1 47 

2 38 • 


77 
78 
79 


Shelby 

Smith 


80 
81 


Stewart 

Sullivan 

Sumner 

Tipton 

Trousdale 


1 10 
1 40 
1 41 

1 12 

2 00 


82 
83 
84 
85 
86 
87 


Union 

Van Buren — 


10 
4 

12 
9 
9 

11 
8 

28 

24 


100 
66 
100 
120 
80 
116 
100 
180 
95 


1,750 00 
472 75 
1,000 00 
2,007 00 
1,400 00 
2,793 00 
1,425 00 
9,828 00 
3.705 00 


175 00 
118 19 


1 25 
1 83 


88 
89 
90 


Washington. . . 

Wayne 

Weakley 

White 

Williamson . . 
Wilson 


229 66 
162 10 
253 81 
178 50 
351 00 
154 37 


1 61 
1 44 
1 84 
1 33 
1 00 
1 29 


91 

92 
93 
94 
95 
96 


Average . . . 


11 + 


106 


$ 1,938 38 


$ 212 78 


$ 1 52 





The above figures show — 

(1) That there are, on the average, eleven schools to the county, 
with a daily attendance of from twenty-five to thirty pupils; 

(2) That the length of school term is days is 106; and 

(3) That the average monthly cost of tuition per pupil is $1.52. 




rEEPAR.\TIOXS AI!B BEING MADE FOR CONSOLIDATING SEVERAL SMALL SCHOOLS 

IN This BdildinGj and Transportation Will be Provided. 



AXn TUANSl'OKTA'L'ION OF i'Ul'ILS. 



31 



TABLE VI. 

EDUCATIONAL EFFICIENCY OF THE ONE-TEACHER 

SCHOOLS HAVING FROM ONE TO THIRTY 

PUPILS IN DAILY ATTENDANCE. 

The following tables show the amount of work to be done in the 
average rural one-teacher schools in the State, the time available in 
which to do the work, the qualifications of those undertaking to do 
the work, and the quality and quantity of supervision given to the 
work: 

Number of Daily Recitations per Teacher in Schools Having from 
One to Thirty Pupils in Daily Attendance. 



County 





No. Daily 


No. Daily 


No. Daily 


No. Daily 






Recitations per 


Recitations per 


Recitations per 


Recitations pei 




V 


Teacher in 


Teacher in 


Teacher in 


Teacher in 


;-< 


B 


Schools with 


Schools with 


Schools with 


Schools with 


.Q 


1 to 15 Pupils 


15 to 20 Pupils 


20 to 25 Pupils 


25 to 30 Pupils 




in Daily 


in Daily 


in Daily 


in Daily 


^ 




Attendance 


Attendance 


Attendance 


Attendance 


1 


28 


28 


28 


28 


1 


') 




27 


27 


97 


2 


3 










3 


4 


22 


20 


30 


40 


4 


b 


20 


23 


24 


24 


5 


6 


30 


28 


31 


31 


6 


V 


26 


18 


16 


16 


7 


8 




15 


15 


16 


8 


9 


24 


20 


18 


14 


9 


III 




24 


24 


24 


10 
11 


n 










12 










12 


13 




24 


26 


26 


13 


14 


30 


30 


30 


30 


14 


lb 


26 


20 


24 


24 


15 


Irt 




28 


82 


86 


16 

17 
18 


17 


28 




20 


18 


18 


28 


18 


18 


48 


ly 


38 


33 


33 


38 


19 


20 


20 


20 


20 


20 


SO 


21 


28 


15 


12 


* 9 


91 


22 


30 


30 


30 


30 


9.'>; 


23 


20 


24 


25 


25 


S3 


24 


29 


21 


21 


21 


94 


25 


20 


22 


22 


25 


25 


26 


26 


24 


25 


24 


S6 


97 










27 
28 
29 


98 




25 


25 


20 


29 


16 


16 


16 


16 


SO 




22 


22 


22 


30 
31 


31 


20 


22 


25 


25 


32 




19 


21 


25 


32 


33 


18 


24 


26 


27 


33 


34 










34 
35 


35 










36 


20 


20 


20 


20 


36 


37 




22 


25 


25 


37 


38 


22 


14 


14 


15 


38 


39 










39 


40 


30 


30 


30 


30 


40 


41 


80 


30 


30 


80 


41 


42 


20 


20 


29 


20 


42 


43 


28 


28 


28 


28 


43 


44 


20 


24 


28 


31 


44 


45 


15 


15 


15 


15 


45 


46 


30 


31 


33 


35 


46 


47 


25 


15 


18 


18 


47 


48 


24 


20 


20 


20 


48 


49 


20 


12 


12 


12 


49 


bO 






16 


20 
17 


50 
51 


51 


20 


22' 


18 



Anderson . . 

Bedford 

Benton 

Bledsoe 

Blount 

Bradley .... 
Campbell . . 
Cannon ... 

Carroll 

Carter 

Cheatham . . . 

Chester 

Claiborne . . . 

Clay 

Cocke 

Coffee 

Crockett .... 
Cumberland 

Davidson 

Decatur 

DeKalb 

Dickson . . . 

Dyer 

Fayette 

Fentress 

Franklin 

Gibson , 

Giles 

Grainger — 

Greene 

Grundy , 

Hamblen 

Hamilton . . . 

Hancock 

Hardeman . 

Hardin 

Hawkins 

Haywood 

Henderson . , 

Henry , 

Hickman 

Houston 

Humphreys. 

Jackson 

James 

Jefferson . . . . 

Johnson 

Knox 

I<ake 

Lauderdale . 
I<awre-nce . . . 



2>2 



CoisrsoLiDATioisr or Schools 



TABLE VI.— Continued. 

Number of Daily Recitations per Teacher in Schools Having from 
One to Thirty Pupils in Daily Attendance. 



County 



No. Daily 
Recitations p<r 

Teacher in 
Schools with 
1 to 15 Pupils 

in Daily 
Attendance 



No. Daily 

Recitations per 

Teacher in 

Schools with 

15 to 20 Pupils 

in Daily 

Attendance 



No Daily No. Daily 

Recitations per| Recitations per 

Teacher in 1 Teacher in 

Schools with ' Schools with 

20 to 25 Pupils I 25 to 30 Pupils 

in Daily in Daily 

Attendance Attendance 



Lewis 

I^incoln 

lyOudon 

McMinn 

McNairy 

Macon 

Madison 

Marion 

Marshall 

Maury 

Meigs 

Monroe 

Montgomery . 

Moore 

Morgan 

Obion 

Overton 

Perry 

Pickett 

Polk 

Putnam 

Rhea 

Roane 

Robertson 

Rutherford... 

Scott 

Sequatchie . . . 

Sevier 

Shelby 

Smith 

Stewart 

Sullivan ... . 

Sumner 

Tipton 

Trousdale 

Unicoi 

Union 

Van Buren .. 

Warren 

Washington 

Wayne 

Weakley 

White 

Williamson . 
Wilson 

Average . 



27 


20 


25 


25 


28 


28 


15 


18 


25 


30 


28 


21 


26 


215 


20 


20 


92 


30 


IS 


21 



20 
30 
18 
20 
42 
25 
28 
35 
24 
15 
30 
30 
20 
28 



30 
19 
30 
24 
26 
25 
30 
25 
30 
20 
26 
24 
20 
18 
22 
27 
20 
20 
24 
24 
25 
32 
16 
18 



24+ 



26 



28+ 



25 
30 
25 
30 
20 
26 
34 
18 
15 
18 
30 
20 
20 
24 
24 
25 
32 
18 
20 



52 
53 
54 
55 
56 
57 
58 
59 
60 
61 
62 
63 
64 
65 
66 
67 
68 
69 
70 
71 
72 
73 
74 
75 
76 
77 
78 
79 
80 
81 
82 
P3 
84 
85 
86 
87 



From the above table we find for schools having a daily attendance 
of from one to fifteen there are twenty-four recitations per day; 
schools with fifteen to twenty pupils, twenty-six recitations; schools 
with twenty to twenty-five pupils, twenty-eight recitaions; schools 
with twenty-five to thirty pupils, twenty-eight recitations. 



34 



CONSOLIDATIOlSr OF SCHOOLS 



TABLE VII. 

Average Length of Time in Minutes Allowed for Each Recitation in 
Schools Having from One to Fifteen, Fifteen to Twenty, Twenty to 
Twenty-five, and Twenty-five to Thirty Pupils in Daily Attendance. 



One to Fifteen 



Fifteen to Twenty 



County 



w o o 



a 




IC 




n 




n 




rt 


^ 




t^ 














X. 


ca 


<u 


«; 


■^ 


q (U 


«f. 


f: 


c c 


>^a 


'n 












(Tl 


^ 




" H 


=1 


iH 


^ 


0-^ 










o 


P-tCPn <1 1 


^ 






1 



-0.2 
'^.2-G 

2.SW 



° > S 



h4 



'^ V U ^ ■*-' 

6 P.t/} &< <! 



-d o 
MS n! 

IS atij 

^-, ..- " 

5 



Anderson 

Bedford 

Benton 

Bledsoe 

Blount 

Bradley 

Campbell 

Cannon 

Carroll 

Carter 

Cheatham . . . . 

Chester 

Claiborne 

Clay 

Cocke 

Coffee 

Crockett 

Cumberland. . 

Davidson 

Decatur 

DeKalb 

Dickson 

Dyer 

Fayette 

Fentress 

Franklin 

Gibson 

Giles 

Grainger 

Greene 

Grundy 

Hamblen 

Hamilton ... 

Hancock . 

Hardeman . . 

Hardin 

Hawkins . 

Haywood 

Henderson . . 

Henry 

Hickman .... 

Houston 

Humphreys . 

Jackson 

James 

Jefferson 

Johnson 

Knox 

Lake 

I,auderdale . . 
I,awrence . . . 

I<ewis 

I<incoln ... . 

I,oudon 

McMinn 

McNairy ..». 



9 
10 
11 
12 

la 

14 
15 
Ki 

17 
18 
lii 
20 
■21 
"'2 

ii 

24 
25 
26 
27 
2S 
■5il 
80 
81 
32 
33 
34 
35 
36 
37 
38 
39 
40 
41 
42 
43 
44 
45 
46 
47 
48 
40 
50 
51 
52 
53 
54 
55 
56 



30 
16 

'is' 

18 
33 
20 
18 
30 
20 
19 
20 
20 



13'/, 

14/2 

'm" 

19 K 
18 

'26" 

16 



30 
30 
20 
28 
24 
45 
31 
15 
20 
12 

'20' 



13 -^ 

'is" 

16 
13 

"2b" 

IS 



15 
30 

'26' 
20 

'ie' 

15 
12 



10 

11 

12 

13 

14 

15 

16 

17 

18 

10 

20 

21 

22 

28 

24 

25 

26 

27 

28 ■ 

29 

80 

31 

82 

83 

84 

85 

36 

87 

88 

89 

40 

41 

42 

43 

44 

45 

46 

47 

48 

49 

50 

51 

52 

53 

54 

55 

56 



AND TkANSPORTATIOX OF PuPILS. 



35 



TABLE VII. 

Average Length of Time in Minutes Allowed for Each Recitation in 
Schools Having from One to Fifteen, Fifteen to Twenty, Twenty to 
Twenty-five, and Twenty-five to Thirty Pupils in Daily Attendance. 





Twenty to Twenty-five 


Twenty-five to Th 


rty 








m to 






ui c; 








fliT' 


a -5^' 
•2 5 


•S.2 


aj ■'~' 


a M 
.2 2 



'OS 

BBS 






lis: 




'Zs^ 


So* 


uX.'a „, 


iJ S'u 




X3 




Wl3 oi 




.B<pi 

(LI -w 
M3 ro 


<u 


s 

3 


C CJ -^ ■*-* 

o 0.x &< < 


2 SW 
^§2 


. tJ 3 -M 

P.X A< 




a 


hT 


^ 


< 


t-j 


^ 


< 


1 


6 


28 


131/ 


6 


28 


viy. 


1' 


•) 


6 


27 


UV2 


6 


27 


UV2 


2 


;-* 


6 

6 






6 
6 






3 


■1 


30 


i2 


40 


i2 


4 


5 


6 


24 


16 


6 


24 


16 


5 





6 


31 


13 


6 


31 


13 


6 


7 


6 






6 
6 






7 


S 


i5 


26 


16 


24 


8 


i) 


6 


18 


20 


6 


14 


26 


9 


1(1 


6 


24 


8 


6 


24 


8 


10 


11 














11 


12 


ci 

6 






6 

6 






12 


13 


26 


ii 


26 


ii 


13 


14 


6 


30 


12 


6 


30 


12 


14 


15 


6 


24 


16 


6 


24 


16 


15 


in 


6 


32 


13 


6 


36 


11 


16 


17 


6 


20 


20 


6 


18 


20 


17 


IS 


3 


18 


20 


3 


18 


20 


18 


19 


6 


33 


10 


6 


33 


10 


19 


20 


6 


20 


18 


6 


20 


18 


20 


21 


6 


12 


10 


6 


9 


20 


21 


99 


6 


30 


12 


6 


30 


12 


22 


23 


6 


25 


10 


6 


25 


10 


23 


24 


6 


21 


17 


6 


21 


17 


24 


25 


6 


22 


17 


6 


25 


17 


25 


26 


6 


25 


14 


6 


25 


14 


26 


27 














27 


28 


6 


25 


ii 


6 


25 


"""14 


28 


29 


6 


16 


22 


6 


16 


22 


29 


30 


6 


90 


18 


6 


22 


18 


30 


31 


6 


25 


16 


6 


25 


16 


31 


32 


6 


21 


18 


6 


25 


15 


82 


33 


5 


26 


12 


5 


27 


12 


33 


31 














34 


35 














35 


36 


6 


26 


26 


6 


26 


26 


36 


37 


6 


25 


15 


6 


25 


15 


37 


38 


6 


14 


14 


6 


15 


12 


38 


39 














39 


40 


6 


30 


i2 


6 


30 


12 


40 


41 


6 


30 


20 


6 


80 


20 


41 


42 


6 


20 


20 


6 


20 


20 


42 


43 


6 


28 


15 


6 


28 


15 


43 


44 


6 


28 


13 


6 


31 


13 


44 


45 
46 


6 
6 


15 
33 




6 
6 


15 
35 




45 


i2 


ii 


46 


47 


6 


15 


22 


6 


15 


22 


47 


48 


5 


20 


15 


5 


20 


15 


48 


49 


6 


12 


30 


6 


12 


80 


49 


50 


6 


16 


20 


6 


20 


13 


50 


51 


6 


22 


18 


6 


24 


17 


51 


52 


6 
6 




20 
16 


6 
6 




20 
21 


52 


53 


22"."" 


17 


53 


54 


6 


30 


13 


6 


30 


13 


51 


55 


6 


30 


15 


6 


30 


15 


55 


56 


6 


30 


10 


6 


30 


10 


56 



36 



COXSOLIDATIOX OF SCHOOLS 



TABLE VII.— Continued. 

Average Length of Time in Minutes Allowed for Each Recitation in 
Schools Having from One to Fifteen, Fifteen to Twenty, Twenty to 
Twenty-five, and Twenty-five to Thirty Pupils in Daily Attendance. 





One to Fifteen 


Fifteen to Twenty 




County 


s 

2 


■g So. 


No. Daily Recitations 
per Teacher in 
Schools with 1 to 15 
Pupils in Daily 
Attendance 


< 


i-r 


No. Dail3' Recitations 
per Teacher in 
Schools with 15 to 20 
Pupils in Daily 
Attendance 


4/ °'o 

2 B '*' 
< 


5 


Macon 


57 
58 
50 

m 

61 

m 

M 
65 
66 
(57 
(58 
69 
70 
71 
72 
73 
74 
75 
76 
77 
78 
79 
80 
81 
82 
83 
84 
85 
86 
87 
88 
89 
90 
91 
92 
93 
94 
95 
96 


6 
6 

6 
(> 
6 
6 
6 
6 
5 
6 
6 


30 
40 
20 

2S 

;i5 

26 
20 
30 
15 
20 
25 


13 
9'/< 
IS 
14 
11 
15 
20 
12 
9-; 
12 
15 


6 • 

6 

6 

6 

6 

6 

1) 

6 

6 

(> 

6 


30 
43 
20 
28 
35 
25 
20 
30 
80 
20 
24 


13 

18 
14 
11 
16 
20 
12 
13 
14 
15 


57 




58 


Marion 


59 
(50 


Maury 

Meigs 


61 
6-' 




(53 


Montgomery 

Moore 


64 
65 


Morgan 

Obion 


6(5 
67 




68 




6 




10 


6 




10 


69 


Pickett 


70 


Polk 


6 
6 
6 


17 

25 
28 


19 
14 
12 


6 
6 
6 
6 
6 
6 
6 
6 
(5 
5 


20 
25 
28 
20 
30 
21 
26 
20 
30 
21 


17 
14 
12 
14 
16 
17 
12 
19 
13 
16 


71 


Putnam 


72 


Rhea 


73 




74 




6 
6 
6 
6 
6 
5 


25 
18 
26 
20 
22 
18 


16 
20 
12 
19 

17 
18 


75 




76 


Scott 


77 




78 




79 


Shelby 


80 




81 


Ste'wart 




20 
26 
24 
21 
16 
18 


" " 1.5' " " 
15 
15 
25 
22 


6 
6 
6 
5 
6 
6 
6 
6 
6 
6 
6 
6 
6 
6 
5 


20 
26 
24 
20 
16 
18 
25 
20 
25 
24 
20 
25 
32 
19 
18 


14 

15 
15 
16 

25 
15 
15 
20 


82 




6 
6 
5 
6 
6 


83 




84 


Tipton 


85 




86 




87 




88 






20 

20 

... ^^.... 

25 

30 

■ 19 

18 


20 

18 

20 
15 
12 
20 
20 


89 




6 
6 
6 
6 
6 
6 
5 


90 




16 
20 
15 
11 

20 

20 


91 


Wayne 

Weakley 

White 


92 
93 
94 


Williamson 


95 
96 






Average 




25 


14 




26 


13 











Assuming that the teacher actually teaches six hours during the 
day, and allowing no loss of time in changing from one recitation to 
another, we find from the above facts — 

(1) That the average length of time to be allotted to each recitation 
in schools with from one to fifteen pupils in daily attendance is four- 
teen mintttes; 



AND TkAXSI'OIJTATIOX OF ril'll. 



37 



TABLE VII.— Continued. 

Average Length of Time in Minutes Allowed for Each Recitation in 
Schools Having from One to Fifteen, Fifteen to Twenty, Twenty to 
Twenty-five, and Twenty-five to Thirty Pupils in Daily Attendance. 





Tu-enty to Twenty-five 


Twenty-five to Thirty 








'£ i^ 






tn c: 
























. «o| 


.2 2 


•C.2 


^o| 


5 


-« 2 






§>■£ 
^1^ 




-^ rt 


O V-r' 




asm 




u 

V 

c 


0,". J; 




MSB 


J- w <1> 




11 " o 


OJ 

a 


2 


J ^ "re 


. V U " - 

a.-x - < 


y'^ 2 


S i-la 


. oj o 3 ■" 

a'J3 Oi < 


%%°. 


z 




" 


Z 


< 


" 


2 


< 


o7 


(i 


oil 


13 


6 


80 


13 


57 


•58 


6 


42 


f'K 


6 


40 


8K 


58 


59 


6 


25 


15 


6 


25 


15 


59 


60 


ti 


28 


13 


6 


28 


13 


60 


61 


6 


40 


10 


6 


40 


10 


til 


6-2 


6 


24 


16 


6 


26 


15 


62 


63 


6 


20 


20 


6 


20 


20 


63 


64 


6 


30 


12 


6 


30 


12 


64 


(io 


6 


30 


13 


6 


30 


13 


65 


66 


6 


20 


15 


6 


20 


15 • 


66 


67 


6 


28 


15 


6 


25 


15 . 


.67 


68 














68 


69 


" q" 




15 


6 




20 


69 


70 




70 


71 


(3 


2i 


16 


6 


24 


14 


71 


72 


6 


25 


14 


6 


25 


14 


72 


73 


6 


30 


10 


6 


. 30 


10 


73 


74 


H 


20 


14 


6 


20 


14 


74 


75 


6 


30 


16 


6 


30 


16 


75 


76 


6 


21 


15 


6 


20 


24 


76 


77 


• 6 


26 


12 


6 


26 


■ 15 


77 


78 


6 


25 


15 


6 


25 


26 


78 


70 


6 


30 


13 


6 


30 


13 


79 


SO 


5 


25 


13 


5 


25 


13 


SO 


81 


6 


80 


13 


6 


30 


13 


81 


82 


6 


20 


14 


6 


20 


14 


82 


83 


6 


26 


15 


6 


26 


15 


83 


84 


6 


24 


15 


6 


24 


15 


84 


85 


5 


• 20 


15 


6 


18 


20 


85 


86 


6 


18 


21 


6 


15 ■ 


24 


86 


87 


6 


•» 


18 


6 


''2 


92 


87 


88 


6 


27 


14 


6 


30 


13 


88 


89 


6 


20 


20 


6 


20 


20 


89 


90 


6 
6 


25 
24 


."'" ie 


6 
6 


25 

24 




90 


91 


ik 


91 


92 


6 


24 


12 


6 


24 


12 


92 


9.3 


6 


25 


15 


6 


25 


15 


93 


94 


6 


32 


11 


6 


32 


10 


94 


95 


6 


16 


20 


6 


18 


20 


95 


96 


5 


18 


20 


6 


18 


20 


96 






26 


13 




2S 


12 











(2) In schools with from fifteen to twenty pupils in daily attendance 
the average time for each recitation is thirteen minutes; 

(3) In schools with from twenty to twenty-five pupils in daily at- 
tendance the average time for each recitation is thirteen minutes; and 

(4') In schools with from twenty-five to thirty pupils in daily at- 
tendance the average time for each recitation is twelve minutes. 



38 



COA'SOLIDATIOK" OF SCHOOLS 



TABLE. VIII, 

Length of Teaching Experience and Academic Preparation of Teach- 
ers in Schools Having from One to Thirty Pupils in Daily Attend- 
ance. 



County 



Anderson . . . 

Bedford 

Benton 

Bledsoe 

Blount 

Bradley 

Campbell ... 
Cannon .... . 

Carroll 

Carter 

Cheatham ... 

Chester 

Claiborne . . . 

Clay...; 

Cocke 

Coffee 

Crockett 

Cumberland. 

Davidson 

Decatur 

DeKalb 

Dickson 

Dyer 

Fayette 

Fentress 

Franklin 

Gibson 

Giles 

Grainger 

Greene 

Grundy 

Hamblen 

Hamilton ... 
Hancock . . . 
Hardeman . . 

Hardin 

Hawkins 

Haywood . . , . 
Henderson . . 

Henry 

Hickman 

Houston . , . 
Humphreys. 

Jackson 

James 

Jefferson . . . . 

Johnson 

Knox 

Lake 

Lauderdale . 
Lawrence . . . 

Lewis 

Lincoln 

Loudon 

McMinn 

McNairy 

Macon 

Madison 

Marion 



u 'r: u 
aj o a 

^^> J! 

^ ^ OJ bJDC 

^ " n c iw 

^ ti! 2 u « 



15 
26 
21 
35 
25 
26 
12 
16 
24 
20 

'33 " 

30 
30 
30 
85 
6 
15 
20 
35 
10 
25 
20 
23 
25 
15 

"so" 

20 
23 

121/2 
23 
8 

121/2 
10 
10 
19 
10 

'21'" 
63 
25 
18 
20 
60 
18 

io" 

20 

29 

35 

40 

15 

30 

50 

10 

20 

131/2 

40 



?,.E o 



OJ W 



;Ko 



40 
30 
22 

"0' ' 
13 
25 
•> 

20 

3 
10 
33 
14 
45 
15 
30 
26 

6 
13 

'36'" 
5 
25 
25 
23 

15 
15 
15 
19 

20 

7 
40 
121/ 
10 
10 
20 

22 
11 
15 

7 
35 



7 
20 
10 
28 
10 



o=«a 

C C I* 



125^ 
8 



;K'offi 



8 
10 

12 

8 
20 
33/3 

'io'" 
3 
5 

50 






10 

5 
20 
16 
23 

sVi 
7 
20 
5 

26 
40 

"s"" 

20 
10 


10 
10 



5 
10 

5 
14 

5 
15 
33 






10 

5 
10 



AND TraXSPORTATIOX OF PUPILS. 



39 



TABLE VIII.— Continued. 

Length of Teaching Experience and Academic Preparation of Teach- 
ers in Schools Having from One to Thirty Pupils in Daily Attend- 
ance. 



o K ;^ 

rt ° (3i 

- O '^ O 

■*; a <u tuDC 

^ * 5 (u t«! 



Marshall 

Maury 

Meigs 

Monroe 

Montgomery 

Moore . 

Morgan 

Obion 

Overton , 

Perry 

Pickett 

Polk 

Putnam 

Rhea 

Roane 

Robertson . . . 
Rutherford. . 

Scott 

Sequatchie . . 

Sevier 

Shelby 

Smith 

Stewart 

Sullivan 

Sumner 

Tipton 

Trousdale . . . 

Unicoi 

Union 

Van Buren . . 

Warren 

Washington . 

Wayne 

Weakley 

White 

Williamson . 
Wilson 

Average . 



;u 



^ MS 
C = o 

04 



6.3 



;Wu 



8 
35 
50 
18 
15 
33 
30 
10 


30 
34 
13 
32 
42 
28 
33 
11 
10 

1 
50 
30 
14 
42 
25 
21 
60 



USE 



H.orgR 



;KoW 









11 

50 
16 


16 
90 
24 
21 
19 
40 
28 
33 

7 

5 
50 
60 
37 

8 
26 
21 
26 
50 



8.5 



The above table shows that — 

(1) 22 per cent of the teachers in the average county have no more 
than one year's teaching experience; 

(2) 6.3 per cent only have college diplomas; 

(3) 22 per cent have first-grade certificates; 

(4) 15 per cent have second-grade certificates; 

(5) 21 per cent have the equivalent of a four-years' high-school 
course; and 

(6) 8.5 per cent have had Normal training. 



40 



COXSOLIDATIOX OF SCHOOLS 



TABLE IX. 

Quality of Rural School Supervision in Eighty-six Representative 
Counties in the State. 



County 


1 


Total No. 
Schools 
per County 
Superin- 
tendent 


Total No. 

Days Given 

to Visiting 

Schools 

During 

School 

Term 


Average No 

vSchooIs 

Visited per 

Day by 

County 

Superintend 

ent 


Average 

Time Spent 

in Each 

School on 

Each Visit 


Average 
Amount of 
Time Given 

to Super- 
vising Each 
School Dur- 
ing Session 


3 


Anderson . . . 


1 

2 
3 

4 

5 

6 

7 

S 

9 

10 

11 

12 

J 3 

14 

15 

16 

17 

IS 

li) 

20 

21 

92 

23 
24 
25 
26 
27 
2S 
20 
30 
31 
32 
33 
34 
35 
36 
37 
38 
30 




14 

35 

40 . 

42 

45 

30 

45 

60 

75 

50 


4 

92/ 

2 ■' 

4 

3 

l¥z 
2 
5 
3 
2 > 


20 min. 
VA hrs. 
4 hrs. 

2 hrs. 
Ihr. 
•2% hrs. 
4 hrs. 

4 hrs. 
li/io hrs. 

3 hrs. 


" ik hrs' 
8 hrs. 
5 hrs. 


1 
9 


Bedford 




Benton 




3 

4 

5 

6 

7 

8 



10 

11 

12 

13 

14 

15 

16 

17 

18 

10 

20 

21 


Bledsoe 

Blount 




Bradley 




2 hrs. 
4 hrs. 
4 days 
2 hrs. 
4 hrs. 


Campbell 




Cannon 




Carroll .. , 




Carter 




Cheatham 




Che>;ter 




12 
44 
10U(2) 
25 
10 

Cill 

60 
105 

10 

50 
25 
15 

50 
2i) 
20 


1 

4 

2 

4 ■ 

2 

3 

2 

2 

9 

2 
.s 
2 
2 
2 
3 


40 min. 
1'/" hrs. 
4 hrs. 
Ihr. 

3 hrs. 
2 hrs. 
2 hrs. 
2 hrs. 

4 hrs. 
2 hrs. 

2 hrs. 

3 hrs. 
3 hrs. 
2 hrs. 
ly. hrs. 




Claiborne 




30 min. 
4 visits 
Ihr. 

3 hrs. 
2 hrs. 
2 hrs. 

4 hrs 
6 hrs. 
6 hrs 
1 hr. 

1 hr. 
8 hrs. 
30 min. 
Ihr. 


Clay 




Cocke 




Coffee 

Crockett 




Cumberland. . . 




Davidson 




Decatur 




DeKalb 




Dickson 




Dyer 




23 
24 
25 
26 
27 
28 
29 
30 
31 
32 
33 
34 
35 
36 
37 
38 
39 
40 
41 
42 
43 
44 
45 
46 
47 
48 
49 
50 
51 
52 
53 
54 
55 
56 
57 
58 
59 
60 
61 
62 


Fayette 




Fentress 




Franklin 




Gibson 




Giles 




20 
36 
40 
30 

29 
all 
50 
55 
50 
50 
8 


2 

9 

2 
2 

9 

i 

3 
2 
2 
5 


2 hrs. 
ly. hrs. 

1 y hrs. 

2 hrs. 

2 hrs. 

4 hrs. ■ 

3 hrs. 
IK2 hrs. 
2 hrs. 

2 hrs. 
45 min. 


1 hr. 
l'/2 hrs. 
Ihr. 
4 hrs. 
Ihr. 
all " 
1 hr. 
Ihr. 
1 hr. 
Ihr. 
30 min. 


Grainger 




Greene 




Grundy 

Hamblen 




Hamilton 




Hancock 




Hardeman 

Hardin 




Hawkins ... 




Haywood. 

Henderson 






40 
41 
42 
43 
44 
45 
46 
47 
48 
40 
50 
51 
52 
53 
54 
55 
56 
57 
58 
59 
60 
61 

62 1 

63 : 

(U 




25 
30 
15 
45 

30 


9 

3 

9 

3 
2 


3 hrs. 
30 min. 
IVo hrs. 
1^ hrs. 
2 hrs. 


W2 hrs. 
20 min. 
1 hr. 
Ihr. 
Ihr. 


Hickman 




Houston 




Humphreys . .. 
Jackson 






James 




Jefferson ... 
Johnson 




60 
110 
40 
15 
75 
30 
40 
75 
12 
11 
40 
25 
100 
40 
18 
50 


2 

9 

4 
2 
2 
3 

2 

4 
3 
2 
3 
2 
2 
2 
3 


3 hrs. 
2 hrs. 
2 hrs. 
iy2 hrs. 

2 hrs. 

3 hrs. 

2 hrs. 

3 hrs. 
30 min. 
2 hrs. 
Ihr. 

2 hrs. 

2 hrs. 

3 hrs. 

4 hrs. 
2 hrs. 


1% hrs. 
Ihr. 




Knox 




l,ake 




1 day 

6 hrs. 

3 hrs. 

Ihr. 

Ihr. 

30 min. 

Ihr. 

Ihr. 

2 hrs. 
Iday 
Ihr. 
Ihr. 
2 hrs. 


I,auderdale 




Lewis 




lyincoln 








McMinn 




McNairy 




Macon 




Madison 

Marion 

Marshall 




Maury 

Meigs 






Monroe 


60 
50 
12 1 


2 

2 

2 ' 


1 hr. 

2 hrs. 

3 hrs: 


Ihr. 
2 hrs. 
1 hr. 


63 
64 
65 


Moore 65 1 





AND 'I'l; ANsi'OiriAlloN (i|' IMl'IL.s. 



41 



TABLE IX.— Continued. 

Quality of Rural School Supervision in Eighty-six Representative 
Counties in the State. 



'County 


a 

3 


Total No. 
Schools 
per County 
Superin- 
tendent 


Total No. 

Days Given 

to visiting 

Schools 

During 

School 

Term 


Average No. 
Schools 
Visited 

per Day by 
County 
Superin- 
tendent 


Average 
Time Spent 

in Each 
School on 
Each Visit 


Average 
Amount of 
Time Given 

to Super- 
vising Each 
School Dur- 
ing Session 


u 
1 


IMorgau 

Obion 


()(■> 

(17 

(W 
Oil 
70 
71 
72 
73 

7J: 

75 
70 
77 
78 
79 
80 
81 
82 
83 
81 
85 
S6 
87 
8S 
89 
99 
91 
92 
93 
9-1 
95 
90 




34 

00 


3 


2 hrs. 
1 hr. 


1 hr. 
1 hr. 


00 




07 


Overton 




(W 


Perry 

Pickett 










09 










"I'hr. 

30 min 
1 hr. 

1 hr. 

2 hrs. 
2 hrs. 
2 hrs. 
Ihr. 


70 


Polk 




30 
50 
-18 
52 

m 

00 
52 
20 

■'"so 

140 
50 
41 
40 
30 
50 
18 
25 


•2 

3 

1 
3 
2 
•) 

i 


2 hrs. 
Ihr. 
114 hrs. 

1 hr. 

2 hrs. 
2 hrs. 
2 hrs. 
1 hr. 


71 


Putnam 




72 


Rhea 




73 






74 


Robertson 




75 


Rutherford 




70 


Scott 

Sequatchie 




77 
78 
79 


Shelbv 

Smith 




2 
•2 
•2 
2 
2 
.3 
2 
2 
2 


2 hrs. 
4 hrs. 
2 hrs. 
2 hrs 
2 hrs. 

2 hrs. 

3 hrs. 
8 hrs. 
2 hrs. 


3 hrs. 

4 hrs. 
2 hrs. 
2 hrs. 

1 hr. 

2 hrs. 

3 hrs. 
Ihr. 
2 hrs. 


80 
81 


Stewart 




82 


Sullivan 




83 






84 


Tipton 

Trousdale ..... 




85 




SO 

87 


Union 




88 
89 


Warren . 




80 
40 

eo 

40 
40 
100 
51 


2 

2 
2 
3 
3 

2 


2 hrs. 
2 hrs. 
« hrs. 
2 hrs. 
ly, hrs. 
2 hrs. 
2 hrs. 


1 hr. 

2 hrs. 

3 hrs. 

1 hr. 
11/ hrs. 

2 hrs. 
2 hrs 


90 
91 


Wayne 

Weakley 

White 




92 




93 
94 






95 


Wilson 




90 


Average .... 




40 


. 2.4 


2:10 


1:50 









From the above table we find, in the average cottnty, 

(1) That the County Superintendent spends forty days annually 
visiting schools; 

(2) That he visits, on the average, 2.4 schools per day; 

(3) That he spent, on the average, two hours and ten minutes at 
each school; and 

(4) That he gave, on the average, one hour and fiftj^ mimttes to 
supervising each school during the session. 




MONTGOMEKT COUNTY HiGH SCHOOL. 

A combined city and county school. 



AXD TEAXSrOKTATIOX OF PUPILS. 



43 



TABLE X. 
COST AND EDUCATIONAL EFFICIENCY OF TEACHING 
BELOW THE HIGH SCHOOL IN THIRTEEN REPRE- 
SENTATIVE CITY SCHOOLS OF TENNESSEE. 

Monthly Cost of Teaching per Pupil in Daily Attendance in the Ele- 
mentary Department of Thirteen Representative City Schools of 
the State, Average Number of Daily Recitations per Teacher; Aver- 
age Length of Each Recitation, and Average Length of the School 
Term in Days. 



Cities 


Monthly Cost 

of Teaching per 

Pupil m Daily 

Attendance 


Average No. 

of Daily 

Recitations per 

Teacher 


Average 

Length of 

Recitations in 

Jlinutes 


Length of 

School Term 

in Days 


Bristol 


SI 71 
1 36 ■ 

1 95 

2 30 
1 55 
1 10 
1 63 
1 43 
1 05 
1 76 
1 20 

80 
1 00 


6 

9 

9 

S 

10 

7 

10 

9 

10 

9 

10 

10 

11 


45 
30 
30 
■ 30 
30 
45 
35 
30 
30 
30 
45 
30 
25 


174 


Brownsville 

Covington 

Chattanooga 

Clarksville ........ 

Harriman . . 


180 
180 
173 
180 
173 
ISO 


Knoxville 


180 


Jlartin 


180 
200 


Park Citv 


180 


Sparta 

TuUahoma 


180 
180 


Average 


$1 27 


8 


S3 


180 



TABLE XL 
Length of Teaching Experience and Academic Preparation of Teach- 
ers in the Elementary Department of Thirteen Representative City 
Schools of the State. 



Cities 


Per Cent of 
Teachers Having 
no More than 
One Year's 
Teaching 
Experience 


Per Cent of 

Teachers Having 

College 

Diploma 


Per Cent of 

Teachers Having 

Normal 

Training 


Per Cent of 

Teachers Having 

the Equivalent 

of a Four-Years' 

High-School 

Course 


Bristol 

Brownsville 

Covington 

Chattanooga 

Clarksville 

Harriman 


17 



30 

10 

10 

8 

14 

6 



4 

12 






50 
50 
37 
20 
22 
30 
50 
60 
100 
20 
38 
20 
10 


50 
20 

100 
20 
50 
50 
50 
50 

100 
40 
64 
20 
50 


100 
lOO 
100 
100 
100 
100 
100 


Knoxville 

Martin 

Nashville 

Park City 


100 
100 
100 

ino 

100 


Tullahoma 


100 


Average 


6 


39 


46 


100 



From the above facts, taken from reports of thirteen City School 
Superintendents of the representative citj^ schools of the State, it will 
be seen that the average cost of teaching per pupil in daily attendance 
in the elementary department of these city schools is only $1.27, the 
average number of daily recitations is only eight, the average length 
of the recitation is thirty-three minutes, and the average length of the 
school term is 180 days. 



44 



COXSOLIDATTOX OF SCHOOLS 



TABLE XII. 

Average Monthly Cost of Teaching per Pupil in Rural Schools Hav- 
ing from One to Thirty Pupils in Daily Attendance, Compared with 
the Average Monthly Cost of Teaching per Pupil in Daily Attend- 
ance in the Elementary Department of Thirteen Representative City 
Schools of the State. 



City 



County 



Average Monthly Cost of Teach- 
ing per Pupil in Daily Attend- 
ance inthe Elementary Depart- 
ment of Thirteen Representa- 
tive City Schools of the State . . . 



• SI 27 



Average Monthly Cost of Teach- 
ing per Pupil in Daily Attend- 
ance in Schools Having from 
One to Twent}- Pupils in Daily 
Attendance 



?2 14 



TABLE XV. 

Average Number of Daily Recitations per Teacher, Average Length 
of Time to be Allotted to Each Recitation, and Average Length of 
School Term in Schools Having from One to Twenty Pupils in 
Daily Attendance, Compared with the Average Number of Daily 
Recitations per Teacher, Average Length of Time to be Allotted 
to Each Recitation, and Average Length of School Term in the 
Elementary Department of the Representative City Schools of the 
State. 



County 



Avetage Number of Daily Reci- 
tations per Teacher in the 
Elementary Department of 
Thirteen Representative Citv 
Schools of the State '. 8 

Average Length of Time in Min- 
utes Allotted to Each Recita- 
tion 33 

Average Length of School Term 

in Days 180 



Average Number of Dailj' Reci- 
tations per Teacher in Schools 
Having from One to Twenty 
Pupils in Dailj' Attendance 2f5 

Average Length of Time in Min- 
utes Allotted to Each Recita- 
tion 13 

Average Length of School Term 
in Days 99 



TABLE XVI. 

Average Length of Teaching Experience and Academic Preparation 
of Teachers in Schools Having from One to Twenty Pupils in Daily 
Attendance, Compared with Length of Teaching Experience and 
Academic Preparation of Teachers in the Elementary Department 
of Thirteen Representative City Schools of the State. 



Per Cent of Teachers With no More than One Year's Teach 
ing Experience 

Per Cent of Teachers Having College Diploma 

Per Cent of Teachers Havintr Normal Training 

Per Cent of Teachers Having the Equivalent of Four Years' 
High-School Course 




Countv 



6.3 

8.5 



AXD Ti;AN.-Sl'OKTATiON OF Pui'ILS. 45 



COMPARISON OF THE SINGLE-TEACHER RURAL 

SCHOOL WITH THE ELEMENTARY GRADED 

SCHOOLS OF CITIES AND TOWNS. 



The foregoing tables are compiled from reports of County 
Superintendents and Superintendents of thirteen representa- 
tive cities and towns of the State. A study of them reveals 
some interesting facts as to the relative cost and efficiency 
of the one-teacher schools of the country and the graded 
schools of cities and towns. Below is given a comparison in 
detail : 

I. As to Cost. 

The average monthly cost of teaching per pupil in the ele- 
mentary grades in the cities and towns is $L27; for the same 
work in the one-teacher rural schools, with from one to fifteen 
in attendance, of which there are more than 400 in the State, 
the cost is $3.02 — that is, the monthly cost of teaching a boy 
or girl in the weak one-teacher rural school is $1.75, or 138 
per cent more than in the graded schools of cities and towns. 

In the schools with attendance ranging from fifteen to 
twenty, the total number of such in the State being 765, the 
average monthly cost is $2.14 — 87 cents, or 69 per cent, more 
than the cost in the cities and towns. 

In schools with an average attendance from twenty to 
twenty-five, and there are 955 such schools in the State, the 
average monthly cost is $1.90 — 63 cents, or 50 per cent, more 
than it costs in the cities and towns. 

In schools with attendance ranging from twenty-five to 
thirty, of which there are 1,151 in the State, the average 
monthly cost per pupil is $1.52 — that is, 25 cents, or 20 per 
cent, more per pupil than it costs in the cities and towns. 

II. As to Time Devoted to Recitations. 

The teachers of the one-room country schools have, on an 
average, twenty-six recitations per day ; the teachers in the 



AND TUAXSPORTATIOX OF PuPILS. ^7 

elementary grades of representative cities and towns in the 
State have, on an average, only eight recitations per day. 

The average time devoted to each recitation, exclusive of 
all time allowed for interchange of classes, in the one-teacher 
rural school, is, approximately, twelve minutes ; in the ele- 
mentary grades of the representative cities and towns the 
teachers have, on an average, thirty-three minutes for each 
recitation. 

III. As to Length of School Term. 

The average length of school term in days in the one- 
teacher rural schools of the State is 99 ; in the elementary 
grades of the representative cities and towns it is 180 — a dif- 
ference of four months in favor of the city schools. 

IV. As to Qualification of Teachers. 

Thirty per cent of the teachers of the one-room country 
schools of Tennessee are raw recruits every year ; in the cities 
and towns an insignificant number are without teaching expe- 
rience. 

In the one-room schools of the State 22 per cent of the 
teachers have had not more than one year's teaching expe- 
rience ; only 6 per cent of the teachers in the elementary 
grades of the cities and towns have a minimum of one year's 
experience. 

Of the teachers in the one-room country schools, 6.3 per 
cent have college diplomas ; while 29 per cent of the city 
teachers have such credentials. 

In the one-room rural schools 8.5 per cent of the teachers 
have had Normal training; 46 per cent of the city teachers 
have had the benefit of such training. 

Only 21 per cent of the rural school-teachers have had the 
equivalent of a four-years' high-school education; not a 
teacher is reported in the representative cities and towns 
without an education covering a four-years' high-school 
course. 

V. Supervision. 

County Superintendents in the State spent, on the average, 
last year forty days visiting their schools. Each Superintend- 
ent visited, on an average, 2.4 schools per day and remained at 
each school two hours and ten minutes. Some schools were 



48 



COXSOLIDATIOX 01' SCHOOLS 



never visited ; so that one hour and fifty minutes is the aver- 
age time given by the County Superintendents to supervising 
each school during the year. 

These two conchisions, then, are certain from a study of 
the statistics contained in this bulletin : 

1. The Single-Teacher Schools are Relatively High-Priced. 
They cost more, relatively speaking, than the schools of rep- 
resentative cities and towns. The average cost of tuition per 




A \VELL-Ai'i'(ii.\r];u IUkal Cuxsuliuaxed S(."huOl. 
It will be a proud day for Tennessee when all the children can have schools as 

good as this. 

pupil in the single-teacher country schools is $2.08, against 
$1.27 in the graded schools, or tuition in the typical country 
school costs 64 per cent more than in cities and towns. In 
actual dollars and cents the country school is costing less. 
The citizens of the rural districts are not investing in school 
work as much, in proportion, as their city neighbors ; but, 
after all, the rural school system is not economical. 

2. The Single Teacher Schools are Inefficient. The facts 



AND TilANSPOlMATlUX 01' i'Ui'lLS. 



49 



indicate beyond question that the instruction in the city 
scliools is of a niucli l)etter type than in the sinole-teacher 
rural school. In time of recitation, length of term, c|ualifica- 
lion of teachers, and supervision, the typical country school 
is far behind the town and city schools, h'or inferior schools 
the country people are pa3'ing a large price ; and when effi- 
ciency is joined with expense, the cost of the country school 
is many times greater than that of the city. 




Ax Atteactive Consolidated School. 



50 COXSOLIDATIOX OF SCHOOLS 



THE KIND OF RURAL SCHOOLS NEEDED IN 

TENNESSEE.* 

There is no more important factor in the development of 
country life than the country school. The largest part of the 
population of the State still resides in the country, and there 
are hundreds of thousands of boys and girls who are entirely 
dependent upon the rural school for an education. They have 
neither the means nor the opportunity to go elsewhere for 
their training, and yet the rural school is not offering them 
the advantages they need and demand. It is frequently said 
that the rural school as at present constituted is robbing the 
farm boy of his natural heritage and sending him to a far- 
away country. The entire trend of its education has been 
away from the farm and into the city. The subject-matter of 
his text-books, the ideals of his teacher, the desire of his par- 
ents, the ambition which has sprung up in his own soul, have 
generally been away from the country, and the big things of 
city life have drawn him powerfully in that direction. 

It is realized that a change is necessary ; that a rural color- 
ing must be given to the whole rural-school process — not for 
the purpose of making a farmer out of every boy in the coun- 
try, not with the hope or desire of keeping every country girl 
in her country home, but to create a tendency among young 
people, reared in the country and educated in the country 
school, to remain on the farm. 

The redirected rural school of the future must become a 
dynamic force to bring the farm boy into his own rich inher- 
itance. It must breathe the very atmosphere of country life ; 
it must be country life itself; it must be home life and must 

*This article is based on a paper read by Principal Adams Phillips, 
of the Farragut High School, Concord. Tenn., at the last meeting of 
the East Tennessee Teachers' Association. It was so timely, so full 
of suggestion, that permission was asked to use it. It has been 
changed, however, to such an extent that he will scarcely recognize 
it. Due credit should be given him for any excellencies that appear 
in the article, but he is not responsible for any defects. 



AXD TKANSl'OltTATlO.N OF i'Ul'lL.s. 31 

inspire better conditions in the home. Here the boy should 
learn to appreciate the beauties and value of his environment ; 
he should Imve held up before his eyes the manifold possibili- 
ties for development in the various lines of agricultural pur- 
suits. Here, too. he should learn to discover himself, to find 
out what his natural tendencies are; and in this atmosphere 
of natural life he should be able to make some measure of 
his own possibilities. 

Factors in the Development of the Rural School. 

The factors which are to contribute to the redirecting and 
vitalizing of the rural schools are four — the teacher, the course 
of study, an aroused public sentiment, and better buildings, 
equipment, and grounds. 

The State makes the course of study and prepares the 
teacher ; the teacher must arouse public sentiment, and this 
public sentiment will bring about better buildings, better 
equipment, more attractive surroundings. 

I. The Teacher. 

The most important factor in the development of the rural 
school is the teacher. There are other factors, of course, as 
have just been pointed out; but the teacher is such a big part 
of the educational machinery that it is easy to agree that 
" as is the teacher, so is the school." Its success or failure 
can usually be traced to him. It is true he must have the co- 
operation of the patrons ; and if he clearly appreciates the task 
before him and has the necessary training for his work, he can 
easily win their respect and admiration, and just as surely 
their cooperation. It is unfortunately true that the teaching 
force of the State is unsatisfactory. As long as it can be said 
that 30 per cent of the rural school-teachers are without expe- 
rience, that 22 per cent have had no more than one year's 
experience, that only 21 per cent have had the equivalent of a 
high-school education, that only 8^ per cent have had any 
Normal-school training, and that only 6 per cent have any kind 
of college diploma, the teaching force will remain unsatisfac- 
tory and no adequate system of instruction in the rural com- 
munities will be possible. Boards of Education sometimes 
act as if any kind of teacher will do for the rural schools, and 



52 COXSOLIDATIOX OF SCHOOLS 

the one-room schools are frequently used as a trial school in 
which to train teachers for the more important positions. 
The time has come when boards should make a iiiinimum scho- 
lastic requirement of a four-year high-school education of all 
applicants for positions, and, as rapidly as possible, should 
put into the schools men and women who have been especially 
prepared for teaching work. 

Nothing can be more apparent than the fact that the train- 
ing of the teacher who is to do the work of the rural school 
of the future must be radically different from the training 
which he has heretofore received. It was to give this specific 




Sewing Class — Hamilton CorNTY. 
Sbowius the possibility of broadening the course of study in the 
consolidated school. 

training for rural-school teachers that the three State Normal 
schools were created. Those who have the opportunity of 
taking advantage of the splendid course of study offered in 
these institutions should be enabled to undertake the great 
work of redirecting rural education. All teachers who enter 
upon the rural-school work without the proper vision of the 
things to be accomplished are bound to fall far short of what 
they ought to do. It is upon the teacher, the teacher trained 
in our normal schools, that the burden of building up the new 
type of educational institutions demanded in the country must 
necessarily fall. His is a great opportunity, his is a great 
work. 



AND TUAXSrORTATJO-X Ol' PUPILS. 53 

The rural-school teacher should at least have all the courses 
offered in the State Normal schools in agriculture, home eco- 
nomics, rural sanitation, manual training, in addition to the 
regular work required. The young woman who takes agri- 
culture as well as home economics and school sanitation will 
be much better equipped for rural-school work than a young 
man who knows nothing of home economics. She is pre- 
pared to be a real leader in her community. She can be an 
inspiration to the boys as well as to the girls ; she can be of 
help to the farmers as well as to their wives. The young 
man who would make his impress upon country schools and 
country life must know something of home economics as well 
as agriculture. Without such knowledge he cannot render 
the highest and best service in his position. 

II. The Course of Study. 

The course of study of the. school is next in importance to 
the teacher. It is generally agreed that the present course 
needs revision and that certain new subjects should find a 
place in it. As the State prepares the course of study for all 
the rural schools, it will be a comparatively easy matter to 
bring about such changes as will best suit it to the needs of 
rural life. It is being more and more felt that a mistake has 
been made in copying the course of study of the rural schools 
from that given in city schools. It is not so much a change 
of subject-m.atter, however, that is contended for as it is a 
change in the point of view from which the subject-matter is 
presented. To this end many of the school text-books should 
be rewritten. Reading, writing, spelling, arithmetic, Eng- 
lish, geography, and history must continue to be embraced in 
the course of study ; but in their presentation the needs of 
the country boy and girl should be constantly kept in mind. 
In arithmetic, for instance, he should learn that the subject 
of percentage may apply to other things than dollars, and 
cents; and he can soon be made to learn, especially from his 
lessons in agriculture, that it applies much more frequently 
to other things than it does to money. While all parts of 
arithmetic may be studied by the farm boys, emphasis should 
be placed upon the principles which will be of special use to 
him ; and the quantitative aspects of rural life should make 



54 



Consolidation of Schools 



up the bulk of his arithmetical problems. The English work 
should be correlated with nature study and agriculture, and 
he should be allowed to write about subjects that come with- 
in the range of his experience. Most of the poor composi- 
tion work is due to a lack of ideas on the part of pupils who 
write. It seems to have been long thought that grammar was 
English and English was grammar ; it is coming now to be 
realized that one can study English in the growing of corn, 
the feeding of chickens, and going in swimming; and that 




Judging Coen in a Hamilton County School. 
The school is no longer preparation for life ; it is life itself. 

grammar is merely a guide to help in presenting to others the 
ideas that have been gained on these various subjects. Geog- 
raphy also will become almost another subject if presented 
from a farmer's point of view : and in history a rural teacher 
will find quite as much of real value in the study of agricul- 
tural and industrial development of the country as in the rec- 
ord of bloody battles and massacres. 

In addition to the subjects mentioned above and correlated 
with them should be fundamental courses of practical agri- 



AND Tl^A^■s^o^lTATION or TuriLS. 55 

culture, home economics, rural sanitation and hygiene. The 
fundamental principles underlying these subjects are few, the 
applications are many, 'ilie farm boy and girl should be well 
grounded in these fundamental principles by the time they 
are ready to leave school. The introduction of these new 
subjects is advocated by some for merely practical reasons, 
but there are others who see their deep pedagogical signifi- 
cance and whose advocacy is based on a sound educational 
philosophy. They want to see the work of the school related 
intimately to the life of the pupil. They see the necessity of 
so doing. They recognize that if school work grows out of 
human needs, the pupil will come to see the value and need 
of school tasks, and their work will possess an intrinsic inter- 
est which will insure progress. 

We are in a transition period in educational work, and the 
changes which are imminent will amount to a revolution in 
their effects. It is hoped that a sane philosophy will guard 
our highest educational interests and will prevent the wanton 
destruction and unwise sacrifice of things of value which gen- 
erally characterize revolutions. 

There are many who are advocating to-day special agricul- 
tural schools for the rural regions and special industrial 
schools for the cities. There are others who believe that a 
wiser course would be to add these industrial subjects to the 
school curriculum, to correlate them with the work that is 
now being done, to make them an integral part of the edu- 
cational system which now exists. If this can be done, we 
can save all that is best in the old and can utilize the valuable 
in the new, and thus develop, evolve, a system of instruction 
which will be most helpful and valuable and applicable to the 
conditions of modern life. 

It is felt everywhere that school work must be naturalized 
and vitalized ; the school must be recognized as not merely a 
preparation for life, but as life itself. Already the criticism 
is heard from various sources that eight years in the elemen- 
tary school and four years in the high school is too long a 
]beriod to be taken out of the average boy's life. If, however, 
we can work out a course of study so that the school will not 
be out of harmony with the pupil's surroundings ; so that. 



56 COXSOLIDATIOX OF SCHOOLS 

while he is at school, his economic, social, and industrial rela- 
tions are constantly sustained, then such criticism will be 
without basis. For this reason it is felt that the corn clubs, 
the canning and poultry clubs which are being advocated and 
established over Tennessee to-day, possess not only practical 
value, but are sound pedagogically. Th.e aim now is to make 
them an integral part of the school work, to have them di- 
rected by teachers who appreciate their value and relations, 
and thus enable the boy in school to make some contribution 
to economic life as a result — indeed, .as a part — of his educa- 
tional work. 

This industrial work in the schools should gradually be 
extended ; in the rural regions especially it should come, to 
cover the general field of agriculture, should embrace home 
economics and other industrial work for girls which will keep 
them in touch with the peculiar activities in which they will 
likely engage. And in all the work it should be felt that they 
are not merely getting ready, through their schooling, for 
satisfactory and remunerative industry ; but that their school 
includes industry, remunerative industry; that it is a vital, an 
essential, actual part of the educational process. 

For such reasons as are herein expressed, for others not 
here mentioned, the course of study, especially in the elemen- 
tary schools of the State, need radical revision. It is hoped 
that a wise educational leadership will work out a satisfactory 
and comprehensive scheme which will be modern, pedagog- 
ical, and full of life. 

in. Public Sentiment. 

IV. Buildings, Equipment, and Grounds. 

As a factor in developing the type of rural school desired, 
an aroused public sentiment is of vital importance — not 
merely a sentiment in favor of schools, but an intelligent in- 
terest in school work, an appreciation of school values which 
will demand a school that will give efficient instruction and 
satisfactory educational opportunities to all the people of the 
rural districts. Fortunately, public sentiment throughout the 
countr}^ seems to have taken on new life in favor of a high 
type of schools. In many places it is not only aroused, but is 
becoming active and aggressive ; in others, it is sad to record. 



AND 'l'liANSlH)i;rAI'l().\ Ol:' PlIMl.,- 



57 



it is still enjoyino- a Rip \'an AX'inkle slumber. What is 
needed is local public sentimciU that will regard the rural 
school as the t^reatest institutinn in the huul. a sentiment that 
will look upon the rural school as a part of each home, a place 
where the character of the child is to be greatly influenced, 
where its life and destiny is to be determined. The buildings 
and grounds should be made just as attractive as means will 
allow. The buildings should be properly lighted; the desks 
should be comfortable and adapted to the size of the students; 
good, beautiful, and elevating pictures should adorn the walls ; 




The Old and the New. 
Showing improvement in grounds and bnildinj 



school libraries should be established, with an abundance of 
good, readable books ; the ventilation of the buildings, the 
water supply, the toilet rooms, the floor dressing, the screen- 
ing of the doors and windows, should be models of sanitary 
arrangements for the entire community. The school grounds 
should be sufficient to furnish opportunity for games and 
sports and also for the teaching of agriculture. The arrange- 
ments and planning of the grounds should be such that not 
only the students, but the parents as well, will be interested 
in carrying out the same kind of w^ork in their homes. Prop- 
erly aroused public sentiment, like a good rule, works both 
ways. The school must inspire and help the community, the 



58 COXSOLIDATIOIS^ OF SCHOOLS 

community will inspire and help the school. Where this mu- 
tual sympathy exists, school sentiment is bound to grow. One 
good work suggests another. The more the people do for the 
schools, the more they will see to do and the more they will 
want to do ; and herein lies the secret of progress. The 
school belongs to the community ; they can make it what they 
will ; and when once they come to see the value of the school 
work, have an intelligent appreciation of what it means in 
their lives and the lives of their children, in the development 
of their community, there will be no limit to the zeal and en- 
ergy and support which they will give to it. 




The Log Schoolhodse is Past Disappearing. 




Is There Much Inspiration in This foe the Country Child? 
Consolidated schools ought to be substituted for schools like these. 



COXSOLIDATIOX OF SCHOOLS 



WEAKNESSES OF THE SINGLE-TEACHER 
SCHOOL. 

In advocating a general policy which involves a change in 
the present school organization, it will be necessary to con- 
sider the weaknesses of the present organization as well as 
the advantages which the proposed change offers. 

The typical country school in Tennessee to-day is the one- 
teacher school. There are, of course, many schools with two 
and three teachers ; but the single-teacher school exists in 
every county of the State, there being 4,605 of them. County 
Superintendents have advised the State Department of Edu- 
cation that, in their opinion, from 40 to 60 per cent of these 
weak schools can be advantageously abandoned. 

The questions naturally arise : What is the reason for ad- 
vocating their abandonment? Are they inherently weak? Is 
it possible to develop a satisfactory system of education for 
the rural districts and adhere, to any great extent, to the one- 
teacher school? It is proposed in the next few pages to an- 
swer these ciuestions. 

It has already been shown — 

I. That the Single-Teacher Schools are Relatively High 
Priced. It costs more for tuition in them than it does in the 
graded schools of representative cities and towns. It may be 
repeated here that the one-teacher schools of the country are 
costing 64 per cent more than the graded schools of cities and 
towns, the average monthly cost of tuition per pupil in the 
country being $2.08, as compared with $1.27 in the graded 
schools. 

II. That They Offer Insufficient Instruction. They have not 
sufifiicient time for recitations. They have an inferior teach- 
ing force, and competent supervision of them is practically 
impossible. It has never been questioned that the single- 
teacher school was costing more and at the same time was 
giving less in the way of instruction than the city school, but 



AND Ti;ansi'()i;i'.\liun of PlI'IL.s. 61 

this is perha]:)S the first time in this State when we could make 
these conclusitnis from unerring- figures — not from a few coun- 
ties, but from comprehensi\-e reports from nearly every 
County Superintendent in the State. 

III. The Single-Teacher Schools are Inadequate to Meet 
the Demands which are Being Made Upon Them To-day. 
The area served by such schools is 8 to 10 square miles. Most 
rural sections in the State are sparsely settled, and for an 
area of this size there is a small adult population and smaller 
school population and a still smaller school enrollment and 
attendance. This means schools with • attendance ranging 
from one to fifteen, and in some instances from one to thirtv ; 




LuxCHEOx Seeved by the Domestic Science Claps, 

it means from one to eight pupils in each class and from 
twenty-five to thirty recitations per day. In such schools 
it is almost impossible to arouse that competition, interest, 
and enthusiasm among the pupils which is essential to their 
educational progress. In communities of this size we cannot 
hope to make the school the social and intellectual center for 
the people. The size and isolation of these schools are natu- 
ral limitations that check educational development and pre- 
vent progress. As some one has said : " It tends to keep the 
community's childhood in the beaten paths of the past, and 
thus prevent the future community^ from realizing its fullest 
possibilities." In such a school, with a term of ninety-nine 



62 



COXSOLIDATIO^T OF SCHOOLS 



days, with an inexperienced and untrained teaching force, with 
eight grades of work to be cared for by each teacher, division 
of labor is impossible, there can be no specialization, and a 
high type of instruction cannot be expected. 

In the single-teacher school it is impossible to expand or 
to vitalize the course of study. There is a growing demand 
for the introduction of agriculture, domestic science, sanita- 
tion and hygiene, and industrial arts into all our schools — ele- 
mentary as well as high. It is generally recognized that the 




Domestic Science. 

It adds interest and value to school work. It can find a place in the 

consolidated school. 



school course must be revised and vitalized ; that it must grow 
out of the pupils' life and be related to their life in order to 
equip them for usefulness and service in their community. 
The biggest educational problem confronting us to-day is to 
make the school not merely a preparation for life, but life it- 
self. It is believed by introducing these new subjects into 
the school course, correlating them with the subjects of in- 
struction now required, by fostering the establishment of corn 



AND TliANsiL'OKTATlON 01'' i'll'lLS. 63 

clubs, poultry and canning clubs, and others of a similar 
nature, among the boys and girls in the schools, it will be pos- 
sible to do away with much of the artificiality and aloofness 
from life which now characterize our school work, and thus 
render void the criticism which is made of our school system. 

It needs no argument to show that this revised course of 
s,tudy can hardly have a place in our single-teacher schools. 
It is impracticable, impossible, to add to the burdens now car- 
ried by the teachers of such schools. They are already en- 
deavoring to do so much that their work is. necessarily ineffi- 
cient ; and if we are to meet these new demands which are 
made upon us, the single-teacher schools must give place to 
larger organizations, with three or four teachers, with suitable 
buildings, with adequate equipment, with sufficient acreage 
for carrying on the necessary work of the school and giving 
to the children of the county the educational advantages to 
which they are entitled. 

It is universally agreed that the Consolidated School is the 
condition of educational progress in the rural districts. 

The remaining pages of this bulletin are to be given to the 
consideration of the consolidated school — its history, its char- 
acter, its advantages, its adaptability to educational conditions 
in Tennessee. 



64 COXSOLIDATIOX OF SCHOOLS 



THE CONSOLIDATED SCHOOL— ITS MEANING 
AND ADVANTAGES. 

A large number of bulletins have been issued in the last 
year or two dealing especially with the consolidated school, 
in every one of which its advantages have been set forth. In 
this paper it is riot proposed to name all of the possible ad- 
vantages that may come from the consolidation of schools, 
but only to point out a few of the more important ones. It 
is not meant that all of these benefits will follow from the 
mere fact of abandoning two or three one-room schools and 
substituting a larger school with two or three teachers, but it 
is true that the advantages herein pointed out are possible in 
a consolidated school and are practically unattainable in the 
one-room school. 

Definition of Consolidated School. 

The term " Consolidated School " has not yet been satisfac- 
torily defined. Grouping two schools together is a consoli- 
dation, grouping three is a better consolidation ; but it is com- 
ing to be more and more felt that the ideal consolidated school 
should mean not less than four teachers, that it should serve 
an area of from twenty to thirty square miles unless the popu- 
lation is very dense, and that facilities should be provided for 
transporting pupils to and from school. Only two counties 
in the State have transportation provided at public expense, 
but in a number of other counties there are schools sufficiently 
large in which pupils are transported in private vehicles and 
perhaps deserve the name of " Consolidated School " even in 
the ideal sense. It is believed that the people all over the 
State are becoming better acquainted with this new type of 
school and that it is growing in favor. It is hoped that it 
wall find a place at an early date in every county in the State. 
Consolidation does not mean the ruthless, indiscriminate 
abandonment of single-teacher schools. The County Super- 



AMI TkANSPOKIAI'ION Ol' rii'ii.s. 65 

intendent and Ccnint}- I'xiavd of iMlucatinn sliduld make a thor- 
ough studv of their school situation, shouhl work out a coni- 
prehensixe i)hin of cijnsoHihition of schools, and tlicn hegin on 
it where sentiment is most favorable to it. When such a 
school is established in a county, its l)enehts will come to be 
realized by all the people of the county; and, as is the case 
already in some counties of the State, there will be requests — 
yes, demands — for similar schools in other sections of the 
county. 

In working- out the plans of consolidation, care should be 
taken to leave none of the school children unprovided for. 
This is the one danger in consolidation, and that danger van- 
ishes whenever transportation facilities are provided. 

With this explanatory statement, let us consider some of 
the advantages which belong to this type of school. 

I. The Consolidated School Means Better Teaching. 

Even with our present teaching force, we can expect this 
result. A\'ith three or four teachers in the same school, no 
one will have more thari two or three grades of work, the 
time devoted to each recitation will be lengthened, each grade 
will come for a longer period under the direct influence of the 
teacher, and the wdiole work of the school will necessarily be 
improved. If in such a school there is one experienced, broad- 
minded teacher as principal, the young and inexperienced as- 
sociates working under his supervision will gain strength and 
inspiration and be able to give much more efficient instruc- 
tion than if working alone. 

II. The Consolidated School Means a Better Teaching 
Force. 

Such a school offers inducements and attractions which are 
lacking in the single-teacher schools. There is opportunity 
here for specializing, and the teacher who has prepared himself 
for a particular line of work will find a congenial place. The 
community spirit, the social atmosphere, will attract a high 
class of teachers. The isolation of the single-teacher school 
repels, but the spirit of cooperation which will characterize 
the school community under the more favorable conditions 
will be a great attractive force. This school spirit, intangible 
as it may appear, will be the most forceful factor in develop^ 



AND TeANSPORTATION OF PUPILS. 67 

ing the school. Three or four teachers working harmoniously 
together, with a large group of pupils under their instruction, 
catching inspiration from them, will make a combination im- 
possible to resist. There will be no backward movement in 
such a school, but continued progress. 

III. The Consolidated School Means Better Supervision. 
Under present conditions, with the multiplicity of small 

schools, it is impossible to have competent oversight. When 
they are reduced from 40 to 60 per cent in number, as County 
Superintendents agree can be advantageously done, it will be 
possible for supervisors to make the round of the schools and 
to give sufficient time to their inspection and control. If we 
are to have an adequate teaching force in the State, it must be 
made largely out of those who are now engaged in the work, 
and it will be impossible to improve this teaching force with- 
out competent supervision. The consolidated school ofifers 
the best opportunity for securing it. 

IV. The Consolidated School Means Larger Enrollment 
and Increased Attendance. 

In every county, in every State where consolidation has 
been given a fair trial, this result has been secured. Superin- 
tendents Bynum and Williams, of Madison and Shelby Coun- 
ties, respectively, bear testimony to the fact that the attend- 
ance and enrollment in all consolidations show an increase of 
from 25 to 100 per cent. A notable illustration of this increase 
is found in the case of the Mimosa School, in Lincoln County. 
Three single-teacher schools in the neighborho.od had a com- 
bined enrollment of about 70. In the first year the consoli- 
dated school which took their place had an enrollment of 168. 
Illustrations of this character might be indefinitely multiplied. 

Another significant fact deserves to be noted in this con- 
nection. Reports indicate that a much larger per cent of pu- 
pils enrolled in the consolidated school completes the eight 
grades of the elementary school than in the small single- 
teacher schools. This of itself will stimulate high-school 
interest, and there will be an increased number from the 
grade ready to enter upon high-school work. The consoli- 
dated school will do some high-school work, and will turn 



68 Consolidation of Schools 

over year after year to the central county high school a large 
percentage of the boys and girls of the county. 

If this condition holds when consolidation is adopted as a 
general policy, results of great educational and economic im- 
portance to the State will follow. It will mean large contri- 
bution to progress and development through increased effi- 
ciency, greater intelligence, and better citizenship. 

V. The Consolidated School Means a Revised Course of 
Study which will be Better Adapted to the Conditions of Ru- 
ral Life. 

It has already been shown that agriculture, domestic sci- 
ence, nature study, and kindred subjects, can find a place in 
consolidated schools and specialists in the various subjects 
can be secured. The whole work of the rural school can thus 
be given a rural coloring, and it will accordingly function more 
satisfactorily for country life. The boy or girl in the coun- 
try with this revised course of study can get an intimate ac- 
quaintance with their surroundings as well as with the larger 
life of the world, and will be better equipped for the duties 
which are likely to devolve upon them. 

VI. The Consolidated School is Economical. 

It will offer instruction equal to that of the single-teacher 
school at a less cost and far superior educational advantages 
at the same cost. For the same expenditure the terms would 
be materially lengthened, salaries of the teachers substan- 
tially advanced, and the efficiency of the school system greatly 
increased. 

But the main question to be considered is not cost, but ef- 
ficiency. Poor schools are dear at any price. If, as is gen- 
eralh'' agreed, the one way to provide adequate means of edu- 
- cation in the country is through consolidated schools, then the 
only economical course is to establish them. 

VII. The Consolidated School Will Solve Many Rural 
School Problems. 

It will give the country boys and girls the opportunity of 
securing a reasonably good education without disturbing their 
home relations. It will make it unnecessary to send them 
from home for school privileges or to break up country homes 
in going to town to educate their children. The consolidated 



AXD TRANSl-OUTAriOX OF I'UPILS. 



69 



scluutl with as mam- as four teachers will be able to do one 
or two grades of high-school work, and it can be articulated 
with the central county high school in such a way as to give 
a chance for tirst-class high-school education to every boy and 
girl of the county. 

VIII. The Consolidated Schocl can Become the Center of 
Community Life. 

In this school will be encouragement to establish literary 
societies, social and agricultural clubs, farmers' associations, 
mothers" meetings, reading circles, athletic and field games, 




TijAxsroirrixt 



• IIILDKEX Tn THE L'EXXr.AL COXSOLIDATED SCHOOL. 



all of which are valuable to community life. The effect of 
such a school will be to socialize the various elements of the 
community; the school will be the center of attraction and 
interest and endeavor, and will make contribution not only to 
the intellectual life of the people, but to their social, industrial, 
and economic life as well. The consolidated school will man- 
ifest the value of cooperation, being itself a constant object 
lesson in cooperative effort ; and if by any means it can assist 
in developing the social spirit which will express itself in co- 
operative buying and selling and cooperative methods of pro- 



70 Consolidation of Schools 

duction, it will have abundantly justified its existence and 
will have exhibited its social influence in the most beneficial 
and striking way. 

IX. The Consolidated School Means Equality of Opportu- 
nity. 

It will make possible for the country boys and girls educa- 
tional advantages equal to those enjoyed in the city — not the 
same advantages, but just as good and better adapted to their 
peculiar needs. Until this obtains we shall have no ideal edu- 
cational system in Tennessee. All the children need to be 
educated. The State gives its money for all, the State is in- 
terested in all ; and educational conditions should be equal- 
ized, not by lessening what is done in the more prosperous 
sections, but by strengthening the schools where the need is 
greatest, giving every child an opportunity for the best. 



AND TK'ANSrOlClWriON i)V L'UIMI.S. 71 



THE PUBLIC TRANSPORTATION OF PUPILS. 



Consideration of Some of the Objections Urged Against it 
and Statement of Some of Its Advantages. 

It has been several times suggested in this bulletin that the 
one danger in consolidation is the possibility of leaving some 
school children without educational advantages, and public- 
school officials make a great mistake when this is done. It 
will not do to place the schools so far apart that the children 
will fail to be within reasonable distance of the school. This 
does not mean reasonable walking distance, for it is undoubt- 
edly true that we can never have sufficiently large school units 
in the State if all the children are forced to walk. Two coun- 
ties in the State, Shelby and Madison, have inaugurated a 
method of publicly transporting school children to and from 
school. A number of States have been doing so for years. 
Transportation has been demonstrated to be practicable in 
every section of the United States. In the broad prairie re- 
gions of Indiana and the mountainous districts of Vermont, 
in the sparsely settled regions of Florida and Mississippi 
and the more densely populated portions of Massachu- 
setts, transportation has been tried and shown to be suc- 
cessful. Indeed, to secure successful operation of consoli- 
dated schools, transportation of pupils is necessary. It equal- 
izes distances, brings the pupils who reside farthest away in 
close contact with the school. By reference to pages 93-96 of 
this bulletin, one can read of the successful experience of two 
of the largest counties of the State with school wagons. So 
successful has it been in these counties and in other States 
that there is absolutely no fear of going back to the old 
method. County Superintendents who have tried it invari- 
ably write that the people now are asking that single-teacher 
schools be closed and the larger schools established and 
wagons provided ; and there are many instances where the 
people themselves furnish their own means of transportation. 







P .2 



O &: 



C5-2 



AND TkANSFOIITATION OK i'Ul'lLS. 73 

sending the children by the weak one-teacher school to the 
larger school at a farther distance away. 

Of the various objections that are urged against transpor- 
tation we may consider three : 

I. Bad Roads. 

Letters frequently come from County Superintendents and 
from citizens of the rural districts expressing the belief that 
the consolidated school is what they need, but stating that they 
cannot hope to secure them until pike roads have been built. 
It would, of course, be easier to provide transportation facili- 
ties where pike roads exist ; but it is a great mistake to wait 
on better roads. Experience of other States demonstrates 
that good roads follow consolidated schools and transporta- 
tion of pupils, but that it is not always true that consolidated 
schools and transportation follow good roads. Our expe- 
rience in Tennessee bears out this testimony. There are a 
number of counties which maintain a splendid system of pike 
roads and have done so for several years, yet no great im- 
provement in their rural schools is evident, and in some of 
them efforts for consolidation have failed. On the other hand, 
there are many instances in which successful consolidations 
have resulted in improved roads ; in fact, one of the chief argu- 
ments for pike roads in some counties has been the desire of 
easily transporting children to the consolidated school. The 
writer personally knows a number of consolidated schools to 
which children are sent by private convej^ance from three to 
six miles on the worst kind of roads ; there are consolidated 
schools where pupils are transported at public expense at a 
much greater distance. The experience of our neighboring 
State, Virginia, in regard to transportation is so significant 
and the words of the State Superintendent of Public Instruc- 
tion, describing it, are so pertinent that they are recorded here 
at length : 

" Most of the Virginia roads are bad — very bad — in win- 
ter, but it takes even worse roads than the average to prevent 
transportation of children. Good roads and good schools 
should go together ; but since neither exist in many of our 
communities, it is the purpose of the advocates of good schools 
to go right ahead, hoping that good roads will follow. Fur- 
thermore, there are to-day inadequate, unsatisfactory one- 



74 . Consolidation of Schools 

room and two-room schools near to each other on some of the 
best roads in our State. These could easily be consolidated 
into large, well-graded schools. Some of them are being con- 
solidated ; others will be just as fast as we can educate the 
people to see the advantages. 

" Do not, therefore, be deceived or misled by frequently ut- 
tered statements that we cannot have consolidation of schools 
and transportation of pupils until we have better roads. You 
can hear this all over Virginia. It is true that good roads 
make it easier to have consolidation and transportation, pro- 
vided the people are intelligently interested in their schools ; 
but experience and observation show that good schools do 
not necessarily follow good roads. Experience and observa- 
tion have shown also that good roads do follow good schools, 
and that the consolidation of schools brings to bear on the 
county authorities great pressure for the improvement of 
roads leading to such schools. I say to you frankly that if we 
wait in the South for good roads before beginning a movement 
for consolidated schools and public transportation, we will 
make a fatal mistake. There are hundreds of schools in Vir- 
ginia and thousands of schools in the South that can and 
should be consolidated, whether the roads are improved or 
not; My advice, therefore, to my fellow-workers is to go 
ahead and not wait for that millennial period when we shall 
have good roads everywhere. In Virginia every school man 
preaches good schools and good roads, and I am glad to add 
that the number of good-roads men who preach good roads 
and good schools is increasing." 

It should be added that public transportation of pupils is by 
no means a theory in Virginia. In 1905 the policy of trans- 
porting pupils was begun, and that year a little over $2,000 
was expended for the purpose. The movement has steadily 
grown, proving so successful and satisfactory that last year 
approximately $50,000 was expended for transportation pur- 
poses alone. 

II. Fear of Expense. 

The testimony of those who have tried it shows that this 
fear is groundless. No definite statistics are available for 
consolidated schools in Tennessee, but those from other States 
are significant and convincing. For instance, in Virginia it 
is stated that the average monthly cost of instruction per pu- 
pil in average daily attendance in the one-teacher schools 
without transportation was $1.65. After consolidation and 



AND Transportation of Pupils. 75 

with transportation at public expense, the average monthly 
cost of instruction is about $1.25. 

An Illinois report on consolidation sums it up by saying 
that— 

" Consolidation and transportation tend to lessen expense 
so that the same grade of school can be had much cheaper, or 
a better grade at the same expense as patrons may desire ; or, 
if they please, a full equipment of the best city schools may be 
established and conducted at a higher grade cost than here- 
tofore and at a much lower rate than in the city." 

It goes on to say that country people are not only paying 
more for elementar}^ instruction than city schools cost, includ- 
ing the high-school course, but, in addition, they pay out vast 
sums for tuition and other expenses for their older children 
attending city schools for what is not offered at home. 

In the two counties in this State in which consolidation and 
transportation have been successfully operated the Superin- 
tendents tell us that it is cheaper and a great deal more satis- 
factory for both pupils and officials. Drivers are paid, on the 
average, $35 per month, and school wagons may be had from 
$80 to $200 each. The drivers pay the expense of caring for 
their teams, and the board pays for nothing more than neces- 
sary repairs to the wagons. 

In the last analysis, however, it is not cheap schools that 
the people of the rural districts ought to want, but efficient 
schools. Even were the consolidated school more expensive, 
there would be ample compensation in the additional advan- 
tages that are secured. But when one takes into consider- 
ation the relatively high price of the single-teacher schools 
and the great expense which many farmers have in sending 
their boys and girls to the preparatory schools or to the city 
schools, it is easily capable of demonstration that by estab- 
lishing a system of consolidated schools throughout the 
county, together with an adequate four-years' public high 
school, proper educational advantages can be secured for their 
children at a less cost than what they are now paying. 

IIT. Prejudice Against Removal of Home Schools. 

Here, after all, is the chief objection against the consoli- 
dated school and public transportation of pupils. Heretofore 



76 Consolidation of Schools 

it has been felt that the best way to extend educational ad- 
vantages in the country was by multiplying" schools. A school- 
house at every man's door was the slogan. We have apoth- 
eosized the little red schoolhouse, the little brown school- 
house, and the little old schoolhouse without any paifit at all. 
People in the covmtry have wanted a school. It has not mat- 
tered so much as to its efficiency, but the cry has been to get 
a school — to get one as near to each patron as possible. It 
has been believed that the ideal school for the country was a 
single-teacher school, as many of them as funds would permit, 
as close together as circumstances would warrant ; and there 
are many people to-day who prefer a small, inefficient school 
near their home to a better one some distance away. The 
idea prevails that the near-by school increases land values and 
makes homes more desirable. This is true if the school is ad- 
equate and satisfactory, but there are many schools that do 
not add much to the attractiveness of the community in which 
they are located nor to the values of adjoining lands. 

It would not be kind or just to disparage or discredit or 
unnecessarily criticise the work of the single-teacher school. 
It has done a great and noble work; it has had as teachers 
heroic souls who have labored under the greatest difficulties 
and have accomplished great things for the State; it has 
turned out many splendid men and women who, with no train- 
ing except what it supplied, have made valuable contribution 
to progress and development. In other days and under more 
primitive conditions these schools have functioned well, and 
there are many localities in which for many years to come 
single-teacher schools will have to suffice (physical condi- 
tions will make it necessary) ; but the thinking people of Ten- 
nessee will not be blinded by prejudice so that they cannot 
recognize the inadequacy of this single-teacher school. When 
they read these pages of the successful operation of the con- 
solidated school in many States about us, in some counties of 
our own State ; when they learn that it makes possible a bet- 
ter school than can otherwise be provided for their children 
unless they move to town ; and that this kind of school will 
give their young folks educational opportunities as good as 
those enjoyed in the cities, will equip them thoroughly and 




-' & 



78 Consolidation of Schools 

satisfactorily for their life work, there can be no question but 
that they will give their support, moral and financial, to con- 
solidated schools. 

Advantages of Transportation, 

Consolidation and transportation are closely linked to- 
gether ; indeed, they constitute one and the same educational 
movement ; and what is said as to the advantages of one will 
be necessarily true of the other. The benefits of consolida- 
tion which we have already enumerated apply as well to the 
matter of transportation, but in this connection it may not 
be amiss to emphasize some of the advantages that follow 
from the public transportation of pupils. 

I. It Secures a Larger and More Uniform Attendance. 

With a safe and satisfactory method of transporting chil- 
dren, the school is^placed within easy reach of the entire 
school population. When comfortable conveyances are pro- 
vided, bad roads and bad weather do not seriously interfere 
with attendance. It not only brings more children to school, 
but under such a system tardiness is reduced to a minimum. 
The wagon travels on schedule time, comes to each meeting 
place at practically the same hour each day, and leaves no ex- 
cuse for absence or belated appearance. It will be readily un- 
derstood how uniform attendance stimulates rapid progress. 
If transportation did this and nothing else, it would increase 
many fold the efficiency of the instruction given in the rural 
schools and would be easily worth any cost that might at- 
tach to it. 

II. Public Transportation of Children Will Contribute 
Greatly to Their General Health. 

Protected from all kinds of inclement weather, they go into 
school with dry shoes and dry clothes, and are thus saved 
from the ordinary ailments which affect school children and 
which are incident to the long walks over muddy roads in all 
kinds of weather. 

III. Transportation Means Better Moral Conditions. 

It protects children from the danger of those oflfenses to 
decency and good morals which are so common on the road 
and which are well understood by everybody who has ever 



AND TkANSPOUTATION OF PUPILS. 79 

taught a country school. Quarreling', fighting, vulgar lan- 
guage are prevented, for in the care of responsible drivers 
the moral conduct of the children is carefully guarded. The 
driver is a truant officer and the guardian of the children on 
the way to and from school. He may be placed under bond 
and will be likely to attend to his duties. 

IV. The School Wagon is a Socializing Agency. 

The need of cooperative effort in the rural regions has sev- 
eral times been mentioned in this paper, and it would be well 
to consider the school wagon as having a vital part in this 
socializing tendency. Children of various ages, representing 
the various social classes that make up the community life, 
are absolutely on par in the democratic school wagon. The 
wagons that are used for the school in the day may be put 
into service during the evening to bring the children and their 
parents to literary concerts, school and social entertainments 
of all kinds that become practical when the consolidated 
school is established. School wagons thus bring the school 
within the reach of all the people of the community — not 
merely the children, but their mothers and fathers as well. 
It brings larger opportunities to all the people and contrib- 
utes to their whole life. 




The Last Log SciDHH.HDrsE ix Hajiiltox Couxti". 




This Has Taken the Place of the House Above. 
A beautiful aud attractive substitute. 



AND THAxsi'oirrATioN OF PuriLs, 81 



FIRST EFFORTS AT CONSOLIDATION IN 

TENNESSEE.- 



Under the school law of 1873 the establishment of school 
districts was in the hands of the County Courts, and they 
were made without any reference to other district lines. It 
frequentl}' happened that a few people, dissatisfied with the 
school or with the directors of their school district, would ap- 
ply through a local magistrate to the County Court for a new 
school district ; and in this way the school districts in the vari- 
ous counties were multiplied until in some instances there 
were as many as ninety districts. In a few counties each 
school was made a school district, and these were divided into 
smaller districts when a few families, dissatisfied with the 
teacher or for other cause, applied for a new school, and, of 
course, a new district. This meant in some counties between 
250 and 300 persons signing warrants upon the school fund, 
and the school money became an easy prey to canvassing 
agents. 

Of course the greatest objection to this system was the 
establishing of so many small schools, frequently with only 
ten or twelve pupils, where of necessity the interest for good 
work could not be maintained, and from a pedagogical stand- 
point 75 per cent of these small schools were complete fail- 
ures. Appeals had been frequently made by State Superin- 
tendents to County Courts to restrict the number of districts 
and thus prevent the establishment of incompetent schools, but 
these appeals were unavailing. The subdivision continued, 
and little schools running from ten to twelve weeks were 
found in a majority of the counties of the State. It was im- 
possible to ascertain the exact number of these schools, for 
in many cases the required reports were not furnished the 



*By S. A. Mynders, President West Tennessee Normal School. 



82 Consolidation of Schools 

County Superintendents and were not included in the regular 
statistics. 

The Legislature of 1903 passed an Act under which the 
school and civil districts were made coextensive, and the 
power to create school districts was taken away from the 
County Courts. The same Act required that the small schools 
should be abolished. Under this Act it was estimated that 
fully one thousand small schools in the State were discon- 
tinued, and the report the succeeding year shows a large num- 
ber of good houses were erected. 

It was the intention of the law to establish in each civil dis- 
trict, where the number of pupils permitted, one secondary 
school, centrally located, and as many primary schools as were 
absolutely necessary, and then one high school, centrally lo- 
cated, for the entire county. Experience has shown that the 
secondary schools were probably unnecessary in counties hav- 
ing high schools ; but the scheme did succeed in preventing 
school directors in small districts from declaring every pri- 
mary school a secondary school, and probably reduced the 
number of secondary schools a larger per cent than it did pri- 
mary schools. 

While the Act of 1903 did not immediately contemplate 
consolidation of schools as now understood — that is, the bring- 
ing together of many of these small schools by the use of the 
wagonettes and thus establishing a central graded school — 
it did pave the way for this kind of consolidation by educating 
the people to a better understanding of the great advantages 
of a large graded school over a small ungraded one, and at the 
same time brought about opportunity for better handling of 
the public school fund. 

The Act in question, while not altogether successful, per- 
formed a very important duty and marks the beginning of 
consolidation in Tennessee. 

The same Legislature passed an Act creating a County 
Board of Education for Montgomery County. This Act was 
prepared by the very efificient County Superintendent, Prof. 
P. L. Harned, and was another step in the important work of 
consolidation. The Legislature of 1905 extended this Act in 
the main to a few other counties in the State, and in 1907 the 



AND Transportation of Pupils. 83 

present school-board law, prepared by State Superintendent 
R. L. Jones, was passed. . Under this Act consolidation in 
the more modern acceptation of the term is possible, and what 
we now need is a more thorough education of the people as 
to its advantages and legislation that will give the necessary 
lenoth of term for a successful sraded school. 



84 Consolidation of Schools 



PROGRESS OF THE CONSOLIDATED-SCHOOL 

MOVEMENT. 



The people of Tennessee Avho read this bulletin will under- 
stand that the conclusions as to the cost, inefficiency, and in- 
adequacy of the small single-teacher school are applicable not 
merely to this State, and that the opinion as to the necessity 
and desirability of adopting" consolidation as a settled school 
policy is held not alone by local school men, but there is 
practical unanimit}' among educators who have to deal with 
the rural-school situation that adherence to the policy of 
single-teacher schools will prevent proper school development 
and that consolidation is the condition of educational prog- 
ress. The school men of the State especially are aware of 
the character and scope of the movement for consolidated 
schools, and. in general, are convinced of its wisdom. They 
are putting it into operation as fast as possible in their re- 
spective counties, and are using every means possible of cre- 
ating such a sentiment in favor of it as to extend its operation. 

*Rural-school consolidation in the United States began in 
1869. For many years no great progress was made, and there 
are those who argue that, because of the little progress in its 
first years, it does not promise to become an influential fac- 
tor in our educational system. Recent events, however, have 
made this opinion no longer tenable. During the last six or 
eight years more consolidated buildings have been constructed 
in the United States than during the tAventy-five years pre- 
ceding. Perhaps it is fortunate that during the early period 

*This article is adapted from the first pages of a most vahiable bul- 
letin on " Consolidated Rural Schools," prepared by George W. Know, 
of the United States Department of Agriculture. 



AM) 'ri;.\\SP()l!TATION OF PUPlLS, 



85 



of its qrowth consolidation did not spread with greater rajjid- 
it\-. It was assimilated in the rural-school system as a result 
oi iil)scr\-ation and careful exi)criment, and, fortunately, lacks 
every element of a fad. It gains a footlu)ld chiefly where 
civic ambitions and high educational ideals establish high 
standards and determine to attain them. There is an im- 
pressive snbstantialness about these schools which indicates 




School Improvement in Knox County. 



that the people who built them have unbounded faith in them. 
Consolidation of rural schools has won a permanent place 
among the distinctly American institutions. 

Consolidation, with its attendant function of public con- 
veyance of pupils, is now a part of the rural-school system of 
thirty-two States. Although in most States it is still limited 
to scattered localities, it has in several assumed noteworthy 
prominence. Indeed, it is already sufificiently broad in its 
scope as to be characterized as a national movement. 



86 



Consolidation of Schools 



The typical consolidated school carries with it facilities for 
transportation of pupils at public expense, and we may take 
the expenditures in several States as indicating the progress 
of the movement. The following table is significant: 



state 


First 
Report 


Amount 


Last 

Available 

Report 


Amount 




1889 
1895 
1905 
1904 


122,118 

12,941 

2,101 

86,000 


1908 
1908 
1911 
1908 
1908 
1911 


$292,213 
73,465 






50 000 




290,073 
25 243 


Florida 








54 000 











It is to be regretted that we have not fuller and later sta- 
tistics, but these are sufficient to show that when once con- 
solidation with transportation has been adopted it grows 
steadily in favor. The fact of increased expenditure evidences 
the hold it has upon school authorities and the public gener- 
ally. It is significant also that in the course of an investiga- 
tion conducted by Mr. Know, of the United States Depart- 
ment of Agriculture, not one case of the abandonment of a 
complete consolidated school was found. 

From many other States besides those noted above come 
reports of successful consolidation, the movement having re- 
ceived great impetus during the last few years. The Super- 
intendent of Public Instruction of North Dakota writes that 
" the number of schools [in that State] which have been con- 
solidated, complete or in part, have doubled within the last 
two years." Louisiana has made phenomenal progress. The 
first consolidated school in that State was established in 1903, 
and in 1909 there were 629 such schools, involving the aban- 
donment of 1,939 one-room schools. INIississippi likewise has 
entered upon the movement with great vigor, and in many 
counties successful consolidations have been carried out. In 
North Carolina, Missouri — in fact, in nearly every State — the 
movement is well under way, and the consolidated school bids 
fair to become the typical country school of the future. It is 
estimated that in eleven Southern States during the last year 
at least 543 school consolidations were made. 



AND Transportation of Pui'ils. 87 

Successful operation in more than thirty States furnishes 
ample evidence that there are no serious obstacles in the way 
of a much greater extension. Consolidation is as successful 
in Idaho as Florida, and serves the needs of the country dis- 
trict in Louisiana as effectively as in Indiana. As has been 
several times suggested in this bulletin, it has been tried in 
Tennessee, successfully tried, and in the counties of Shelby 
and Madison public transportation has been used with great 
success. It is believed that if the school officials of the coun- 
ties of the State which have hesitated about adopting it will 
study its successful operation in Tennessee and in other States 
about us, they will lose no time in putting it into operation. 





^^^^^H M, : i'.^|||| 











AND 'J'i;an.si'oi!Tatiox of i'uriLs. 89 



PROGRESS OF CONSOLIDATION IN 

TENNESSEE. 



Attention has frequently been called in these pages to the 
fact that Tennessee is not without experience in the matter 
of school consolidation. There is scarcely a county in the 
State in which small schools have not been abandoned dur- 
ing the last few years and two or three or four grouped into 
strong centralized schools. Many counties in the State have 
in small villages, and even out in the country, graded schools 
with handsome buildings and reasonably adequate equipment. 
Hamilton, Knox, and Davidson Counties, especially, have ex- 
cellent systems of rural schools; and many other counties in 
which there are no large cities also furnish gratifying evi- 
dence of school progress with substantial community schools. 
Seventy-six counties report 887 schools having two teachers, 
and seventy counties report 254 schools having three or more 
teachers. In these reports are not included, of course, any 
city or town schools, but only rural schools which are directly 
under the control of the County Boards of Education. Da- 
vidson County has sixteen schools with three teachers, four 
v/ith four teachers, and three having seven, eight, and nine 
teachers. Shelby County has five three-teacher schools, four 
with four teachers, and eleven with more than four. Wash- 
ington County reports six schools with four teachers ; Rob- 
ertson County, the same number. Gibson County has nine 
schools with three teachers and five with four or more. Knox 
County has twelve three-teacher schools and twelve with 
four teachers and more. 

The following table sets forth in detail the progress of the 
movement during the past year : 



90 



Consolidation of Schools 



TABLE XIII. 
Showing School Consolidation in Tennessee During 1911, 



County 



Bedford 

Bradley 

Carroll 

Carter 

Cocke 

Cheatham . . . . 

Davidson 

Uyer 

Franklin 

Giles 

Greene 

Hamilton 

Hawkins 

Haywood 

Hickman 

Henry 

Jackson 

Knox 

I,ake 

Lauderdale. . . 

Lewis 

Loudon 

Lincoln 

Marshall 

Marion 

Maury 

Montgomery , 

Monroe 

Morgan 

McMinn 

Overton 

Robertson . . . . 

Sevier 

Scott 

Warren 

Wilson 

Washington . 





Cfl 


73 






^ 






O 




11 






. o 






^ 


8 




o 


^WS 


1 ^ 
c 

2^ 


u 

•2 

3 

3 




O 

< 

o 
o 
.c 
o 


^o 


o 

m 1/ 

S..2 


CO . O 


o 


6< 


6< 


i^a< 




Z 


K 


'<5 


2; 


Oj 


< 1 



Totalj . 



65 149 



p a 



OS's 

1-1 — 3 



152 



31 

70 

285 

80 

100 

120 

(>0 

KKI 

55 

48 

90 

158 

92 

HO 

175 

70 

110 

132 

80 

75 

155 

50 

175 

d71 

180 

160 

111 

175 

33 

60 

160 

90 

830 

1,011 

75 

190 

55 



5,462 



14 
25 
15 
16 
10 
16 
16 
16 
12 
12 
10 
8 
16 
10 
16 
16 
17 
16 
10 
16 
12 
10 
12 
16 
12 
16 
12 
20 
16 
15 
16 
16 
10 
16 
12 
16 
10 



$1,800 (X) 

2,000 m 

3,500 00 
1,000 (K» 
I.IKX) 00 
13,200 00 
3.(X)0 00 
1,091 00 
3,301) 00 

.SIH) 00 
1,200 00 
5,900 OO 
1,200 00 
1,350 00 
1,200 00 

750 1)1) 
2,4(K) ()0 
8,200 00 
1,4(H) IK) 
2,10) 01) 

SCO 00 
1,251) 00 
6.0(K) 00 
1,5<H) 01) 
14,500 (10 
3,000 01) 
1,125 00 
4,000 00 

81X1 00 

500 00 
],8(X) 00 
1,2(X) 00 
8,500 00 
6,500 00 
1,000 01 
1,500 00 
1,000 00 



'ao 

3 O 

6<fi 



$2,023 00 



155 
154 
530 

90 
112 
5:« 

70 

94 
297 

72 
1(H) 
123 
121 

50 
206 

95 
212 
195 

70 
IfiO 

70 

60 
195 

85 
500 
2(«) 
120 
250 

91 

75 

175 

110 

895 

1,195 

85 
225 

65 



7,801 







• 1-1 


t 




g 


■^ r/i 

": o 

f) o 


a 


<u 1 




II 

6^ 


5^ 

OS 

(LI U 


htfU 


wa 


JJ C 


23 


< 


^ 


< 



8 


3 


IV. 


8 


3 


2 


10 


11 


2 


8 


2 


1 


8 


2 


1 


12 


13 


2 


10 


2 


V4 


8 


2 


1 


8 


8 


2 


8 


1 


1 


8 


3 


I'A 


8 


4 


1 


8 


3 


ly? 


8 


3 


i.% 


8 


4 


1 


8 


2 


1 


10 


4 


iH 


8 


7 


1 


8 


2 


IK. 


10 


4 


1 


8 


1 


1 


8 


2 


iV? 


8 


5 


1 


8 


2 


1 


9 


10 


1'/^ 


8 


5 


w. 


10 


2 


IV, 


8 


4 


\% 


8 


2 


\Vo 


8 


3 


1 


8 


4 


1 


8 


2 


1 


8 


9 


1 


8 


14 


1 


8 


.2 


1 


8 


4 


1 


8 


2 


1^ 


8 


168 


1^ 



School Consolidation in Thirty-seven Counties in Tennessee 
During 1911. 

Number of new schools established 65 

Number of old schools abandoned 149 

Number of teachers in abandoned schools 152 

Number of teachers in new schools 168 

Number of pupils in abandoned schools 5,462 

Number of pupils in new schools , 7,801 

Average cost of new buildings. $2,023 

Average number of rooms in new buildings 3 

Average number of square miles to each new school 14 

Number of grades taught in new schools 8 

Average distance children walk (miles) ' \Vz 



AND Transportation of PuriLs. 91 

These figures are sufficient to prove the statement that the 
consolidation movement is well under way in Tennessee. It is 
true that there are 4,605 single-teacher schools in the ninety-six 
counties of the State, but in nearly every county the Superin- 
tendent is studying the situation and is planning the abandon- 
ment of certain single-teacher schools. They estimate that 
from 40 to 60 per cent can be abandoned with advantage to the 
county, provided consolidations are made at strategic points 
and transportation facilities are provided. 

A notable illustration of a recent consolidation in Middle 
Tennessee is found in the case of the Mimosa School, in Lin- 
coln County ; and the story of the movement there is so inter- 
esting that details of it are here given. 

The Story of Mimosa. 

The new consolidated school at Mimosa, Lincoln County, 
Tenn., stands out as a signal example of what the people of a 
typical rural community can do by cooperation. 

Dixie Conger and his brother own two of the finest farms 
in Lincoln County, in the midst of the blue-grass region of 
Middle Tennessee. Their community has the advantage of 
splendid pike roads, telephone, rural free delivery, and other 
modern conveniences. It is an ideal section for living in the 
country ; but, like most communities of its kind, the rural 
schools had been neglected, and the leading citizens were rent- 
ing their farms and moving to the near-by towns to educate 
their children. Like others, the Conger brothers were not 
satisfied to leave the education of their children to the un- 
trained teachers of the one-room rural school. For this rea- 
son alone, although they regretted to leave their farms, they 
decided to do so. They were not satisfied to give their farms 
into the care of the average renter, and applied to. a near-by 
agricultural station for an expert agriculturist. After visit- 
ing the community and ascertaining the actual cost of a re- 
moval to the city, the head of the agricultural station sug- 
gested to them that they contribute one-half the amount to- 
ward a modern rural school for their community, inaugurate 
a movement to consolidate a number of near-by one-room 
schools, and remain on their farms. The Conger brothers 



92 



CONSOLIDxVTlO^T OF SCHOOLS 



adopted the suggestion, got their neighbors interested, and 
the new consolidated ^Mimosa School stands as a monument 
of their efforts. 

It is a four-room building, with two small additional rooms 
used for the principal's office and music room. The material 
used is limestone, ciuarried from the near-by hills. When 
finally completed, the cost will be $10,000, contributed by both 
the citizens and county authorities. 

Five one-room rural schools have been practically aban- 
doned, and the attendance last vear was 165, as against less 




Mimosa Coxsolidated School. 

than 103 in the old schools, and the term increased from four 
months to eight months. 

A number of private conveyances are used to carry children 
to the school, and it is contemplated to put two or three school 
wagons on the road soon at public expense. The principal 
of the school is a well-trained man, and is ably assisted by 
two young ladies. Agriculture and domestic science are soon 
to be added to the course of study. The school is the center 
of social life in the community, and is the pride of all the peo- 
ple. 



AND TkANkSI'DKI'A'I'IoX Ol' I'lMMl-S. 93 



SUCCESS OF CONSOLIDATION AND TRANSPORTA- 
TION IN SHELBY AND MADISON COUNTIES. 



Alaiu' County Superintendents are at this time considering 
the introduction of transportation wagons in connection with 
consolidated schools, and two counties have already provided 
them — namely. Shelby and Madison. The success of the 
movement in these two counties has been so marked, their 
experience has been so satisfactory, that expressions from 
their County Superintendents were sought and are given be- 
low. 

Miss Mabel C. Williams, Superintendent of Shelby Cottnty, 
writes as follows : 

" The transportation of pupils in public-school wagons has 
proved to. be a great success in Shelby County. The system 
was instituted five years ago. We now have fifteen wagons 
running, with petitions for many more as soon as we can build 
the consolidated schools. It would be impossible to persuade 
the pupils who ride in the wagons to leave the consolidated 
schools and go back to the one-teacher or two-teacher schools 
from whence they came. The parents and teachers appreciate 
the greater advantages which the large school oft'ers. We 
find that the attendance is better on the wagon routes, as the 
children do not have to consider the weather. Only one child 
has ever been hurt on the wagons, and that was not serious. 
W"e have carried as many as fifty in one wagon. I do not 
remember that we have ever had a complaint of drunkenness, 
profanity, tardiness, or carelessness on the part of the wagon 
drivers. In fact, most of the trouble which is anticipated 
from the adoption of the public-school wagon never happens." 

Mr. R. L. Bynum, Superintendent of Schools in Madison 
County, writes thus of the movement in his county : 

" In reply to your inquiry touching the problem of consol- 
idation and transportation in Madison County, I beg to say 
that we have been working at both for three years, we think, 




= H 



AND Transportation Of PuriLs, 



95 



with marked success. The idea has grown on the people so 
much that they come before the board and ask for consoHda- 
tion. We run seven wagons now, and will put on at least 
three more next term. To give you some practical workings 
and results, I shall submit some figures that speak very 
strongly for the test : One of our consolidated schools, Spring 
Creek, had. before consolidation and transportation, an en- 
rollment of 38 ; now the same school has an enrollment of 
136, and has an attendance of twice the enrollment before. 




Consolidation and Teansportation in Tennessee. 
Here it is in Madison County. 

The average daily attendance has increased 25 per cent in all 
our consolidated schools. We have managed so far to run 
the wagons without an increase in per capita cost; but if we 
continue to consolidate, we do not expect to use less money, 
but we expect to get much better results. The problem has 
worked well and is growing in public favor." 

Below is given a table setting forth consolidatioii and trans- 
portation in these counties : 



96 



Consolidation of Schools 



TABLE XIV. 

Consolidation of Schools and Transportation of Pupils in Shelby 
County, Names of Consolidated Schools, Names of Drivers of 
Wagonettes, Salary, and Distance Traveled to School. 



Name of Consolidated School 



Name of Driver 



Salary 



Distance 
Traveled 



Germantovsrn 

lyCvi 

Ivcvi 

Cuba 

Rosemark 

Rosemark 

Rosemark, . . , 
Millington . ., 

Messick 

Messick 

Ellendale 

Coleman 

Cardova .... 
White Haven 
Brunswick . . . 



W. A. Howard ... 
Y. N. McCain (1) 
B. A. Johnson (2) 
T. J. Branch 

B. F. Parr 

J. E. Mann 

R. M. McCoble... 
Clarence Spencer 
J. Hearndon 

C. S. Motley 

W. A. Baugh 

S. E. Barton 

E. D. Ellis 

M. B. Miller 

V. B.Parr 



$60 00 
60 00 
50 00 
50 00 
40 00 

49 75 
40 00 
40 75 
55 00 
55 00 

50 00 
49 50 
49 50 
60 00 
44 50 



5 Mil 


5 Mi 


4 Mi 


4 Mi 


4 Mi 


5 Mi 


8 Mi 


5 Mi 


3 Mi 


3 Mi 


3 Mi 


4 Mi 


4 Mi 


5 Mi 


4 Mi 



les 
les 
les 
les 
les 
les 
les 
les 
les 
les 
les 
les 
les 
les 
les 



The salaries above mentioned are for the services of the driver and 
his team, which he furnishes and feeds. The wagons cost, on the 
average, $200, and they are paid for by the County Board of Education. 

The wagonette consists of a closed-top spring wagon, with a long 
seat on either side the bed. Children enter from the rear. On the 
inside children are protected from severe weather. A small oil stove 
keeps the temperature comfortable. 

Drivers are held responsible for the conduct of children while in 
the wagonette. From twenty to fifty pupils are carried in each wag- 
onette. 

In most cases each wagonette represents an abandoned one-room 
school. 

In Madison County only about five miles of the total distance tra- 
versed by the wagonettes are what are known as " pike roads." The 
others are common dirt roads commonly found in rural communities. 

MADISON COUNTY. 



Name of Con.solidated School 



Name of Driver 



Salary- 



Distance 
Traveled 



Pope 

Pope 

Pope 

Malesus 

Pinsen 

Center Point 
Spring Creek 



W. S. Harris 

J. G. Montgomery 
H. R. Alexander . 

J. W. I,ake 

Lee Arnold 

W. R. Croon 

H. G. Utley 



S50 00 
40 00 
40 00 
25 00 
25 00 
40 00 
40 00 



7 Miles 
5 Miles 
5 Miles 

4 Miles 

5 Miles 
5 Miles 
5 Miles 




•All Woek and No Play Makes Jack a Dull Boy. 



98 Consolidation of Schools 



NECESSARY STEPS IN ORGANIZING A COUNTY 
PLAN OF CONSOLIDATION. 



I. Studying the County as a Whole. 

In beginning the work of consolidation of schools, the 
county school situation should be carefully studied. Consoli- 
dation without regard to the county as a whole should be 
avoided, since it usually results in leaving a few isolated one- 
room schools too far away from the central school, or in lo- 
cating the central school in communities where the popula- 
tion is changeable and thus necessitating a change in location 
at a later time to a more advantageous 'place. A detailed 
study of the county gives information absolutely necessary in 
planning consolidation. The location, number, and value of 
each school should be obtained, tos,'ether with their entire 
equipment and the distances from each other, as well as the 
number of teachers employed, their salaries, experience, and 
qualifications, so as to get a measure of the educational con- 
dition of the community. In addition, 'should be known the 
location of the farm homes, the condition of the roads, and 
the location of streams. Such a study will also include the 
pupils of the various schools, their ages and scholastic at- 
tainment, and also the entire scholastic population dependent 
upon the various schools, with the distance of each pupil from 
the schools. With such information the County Superintend- 
ent is in position to take the other steps necessary in consoli- 
dation. 

II. Map of the County. 

A detailed map of the county should next be made, embody- 
ing as far as possible all the information obtained in the thor- 
ough study noted above. The map should show the location 
of every school in the county, the number of teachers em- 
ployed and the number of pupils belonging to each, the loca- 
tion of farm homes and the number of pupils residing in each, 
and the public roads and the streams. On this map all pro- 



AND TKANSrOKTATlON OF i'Ul'lLS. 99 

posed consdlidalioiis sliould be indicated, the wagon routes to 
the same, and llic probable number of pupils in the new school. 
When such a map is complete, it will give a clear and concise 
idea of the school situation as a whole and make it easy to be- 
gin the agitation for consolidated schools. 

III. Determining the Location of Consolidation Centers. 
The consolidated school should be located with a view of 

serving the most people in the most convenient manner. The 
surrounding population should be stationary and large enough 
to insure permanency, and the area which the school serves 
should be of sufficient size to furnish an attendance for a thor- 
oughly graded school. In determining the location, the mat- 
ter of buildings, commodious and well equipped, and of 
grounds should be taken into consideration. Too much at- 
tention cannot be paid to the location of the consolidated 
school, and its accessibility should always be carefully con- 
sidered. When it can be located in a village or community 
where a number of roads come together, or even at cross-road 
points, it is usually to be desired. Where roads are favorable, 
children can be transported seven or eight miles. In Madison 
and Shelby Counties the average routes covered are five miles. 

IV. Indicate Consolidation Centers on Map and Collect 
Data. 

When the consolidation centers for the county as a whole 
are determined upon, these should be indicated on the map of 
the county. Then there should be made an estimate of the 
probable size, cost, and equipment of each consolidated school 
building and the necessary wagon routes leading from the 
surrounding communities. All facts bearing upon the cost 
and maintenance of the schools, as compared with the old ones 
to be abolished, should be collected. 

Finally, the many advantages to be offered by the new 
schools should be clearly set forth. It should be shown how 
they will make proper grading possible, and one teacher will 
not attempt to cover the eight grades of the elementary course 
of study, with twenty-five or thirty-five recitations per day 
and ten to twelve minutes to each recitation, as exists in the 
average one-room rural school ; but the number of grades to 
each teacher may be reduced to two or three and plenty of 



100 Consolidation of Schools 

time, can be given to properly conduct the recitations. Also 
the opportunity offered in the consolidated schools of intro- 
ducing agriculture, domestic science, and manual training- 
should be emphasized. Attention should be directed to the 
new and progressive spirit which characterizes the consoli- 
dated school, which expresses itself in the unification of 
county educational interests and creates in the child and par- 
ent as well a pride in the larger outlook for home, commu- 
nity, and county. 

V. Beginning the Agitation. 

While the plan for consolidation is for the county as a whole 
and may affect every school in the county, yet it would hardly 
be wise to endeavor to make all desirable consolidations at 
once. In some communities the meaning of consolidation 
may not be understood. In some the opposition may be 
stronger than others, and it may be that this opposition could 
be overcome better by an actual example of a successful con- 
solidated school than in any other way. .The best way, then, 
is to select the most available community, one where there is 
the least opposition to and the strongest sentiment for consoli- 
dation, and one which presents the best opportunity for suc- 
cessful consolidation. Concentrate upon this one point and 
bring to bear all material collected in the investigations al- 
ready made in this .one comity. The people may be reached 
in public-school mass meetings and by a house-to-house can- 
vass if necessary. This should be kept up until all the peo- 
ple are reached and the movement thoroughly understood. 
It is usually not best to give the people to understand that 
consolidation is going to be forced upon them. This can be 
avoided by getting some of the most influential citizens of the 
county to take the lead in the matter and urge the county to 
assist in the movement. There is generally a strong preju- 
dice against giving up the little home schoolhouse, however 
humble and uninviting. This must be overcome by a clear 
understanding of the great advantages of the new type of 
school, and for this reason it is absolutely necessary for those 
who are to lead in the movement to be in possession of all the 
proof as to the larger opportunities to be had in the consoli- 
dated school. 



AND TKAiNyi-UKTAl'lUN Oi'' i'Ul'ILS. ' 101 



CONCLUSION. 



The general purpose in the preparation of this Ijulletin has 
l)een to create a more intelligent interest on the part of the 
people of the State in the educational situation in the country 
districts. Destructive criticism of the country-school system, 
as typified in the single-teacher school, has not been indulged 
in ; but some constructive proposals have been made which, 
there is reason to believe, will, if adopted, add strength and 
vigor to the system, adapt it to modern needs, and enable it 
to respond effectively to the demands which are being made 
upon it. 

The school oiificials have long recognized the inherent weak- 
nesses and the. general inefficiency of the single-teacher 
school ; but no thorough investigation had been made in Ten- 
nessee, and we could not, heretofore, undertake to give with 
any accuracy a measure of the expensiveness and inadequacy 
of the typical country school. ' 

For this reason it was determined to make a study of the 
situation and to present the results to the people of the State. 
It is hoped that this bulletin, which is based upon this investi- 
gation, will appeal to them ; that it will find careful and 
thoughtful perusal and will result in renewed interest in all 
school matters. 

It may be repeated here that — 

1. The investigation has shown the expensiveness of the 
country schools. The data collected covers the various type of 
single-teacher school, and shows that the monthly cost of tui 
tion of each pupil in attendance ranges from $1.52 to $3.02, the 
average 'being $2.08. Along with this information about, the 
country schools we gathered certain facts concerning graded 
schools. Reports were made by the school authorities of thir- 
teen representative cities and towns, giving details of the ad- 
ministration of the elementary departments of their schools. 
The cost of teaching in the city schools, as evidenced by these 



102 Consolidation of Schools 

reports, shows a marked contrast to that of the ungraded 
county schools, being only $1.27, as against the average of 
$2.08 for the county — that is, tuition in the county schools is 
costing from 25 to 138 per cent more than in the city and 
towns. 

This is the first fact for the people of Tennessee to consider. 

2. The investigation has clearly revealed what was gener- 
ally understood — namely, the inferiority of the rural school 
and the inefficiency of the instruction therein given. 

The teachers of the one-room schools are not well qualified. 
Few of them have had normal training or possess a college 
degree, only a small per cent have had a high-school education, 
and large numbers of them are without teaching experience. 

Besides, the very organization of the one-teacher school 
makes for inefficiency. With the burden of seven or eight 
grades upon one teacher, with twenty-five or thirty recita- 
tions per day, with an average of twelve minutes to each reci- 
tation, great progress on the part of the pupil cannot be ex- 
pected ; and with a multiplicity of small schools as exist in 
most of the counties, anything like competent supervision 
is impossible. 

This condition is also in marked contrast with "the city 
school. There we have, for the most part, experienced teach- 
ers, better qualified professionally and academically. City 
teachers, too, have every advantage in the way of organiza- 
tion. They average eight recitations per day and devote 
about thirty-three minutes to each recitation. As suggested 
above, it has been known that the instruction in the graded 
schools of cities and towns is superior to that in the country 
school, and this investigation only verifies that opinion. 

Here, then, is fact No. 2 for the people of Tennessee. 

3.. The inadequacy of the single-teacher school has been 
clearly demonstrated in this bulletin. Everywhere there is 
complaint of its lack of gradation, of its antiquated course of 
study, and the need for revising and vitalizing it ; and to do 
this, new subjects of instruction must be added. It must be 
admitted that there is justice in these demands, but at the 



AND TrANSPOUTATTON OF PlTlMl-S. 103 

same lime confession must be made llial the single-teacher 
school cannot meet them. This conclnsion has been reached 
not onl}- by local school men, bnt Ihonghtful educators all 
over the country hold the same ejpinion. 

This is the third important fact set forth in this bulletin. 

The remedy proposed is consolidation with transportation. 

The movement for its establishment has been inaugurated in 
thirty or forty States of the Union. This bulletin sets forth 
the advantages of the consolidated school and its adaptation 
to rural-life needs. The advantages are not merely from a 
theoretical point of view, but the experience of counties in this 
State and many other States is put in evidence. 

It is not meant that the consolidated school will, by the 
mere fact of its establishment, solve all our school problems ; 
but it is the consensus of opinion among leading educators that 
it offers possibilities of securing better teachers, more capable 
supervision, more modern courses of study, and a more ef- 
fective appeal to the people, which will result in larger attend- 
ance, longer terms, better buildings, more adequate ecjuip- 
ment, more attractive surroundings than can be hoped for 
from the single-teacher schools which now prevail. 

This, then, is the conclusion of the whole matter — the need 
of the consolidated school and its adaptability to our rural 
conditions. 

If the people of the State will give these facts the intelli- 
gent consideration which they deserve, our rural-school 
system can be brought to, an equality with the best graded 
schools of the State and we can realize what we have hoped 
for and worked for — first-class educational opportunities for 
every boy and girl in the Commonwealth. 




SANITAEY DEINKING FuLNTAiXa. 

Should be used in all schools. 



LEJa'l3 



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